Theme 4: Use of Technology and Data


There is a wide range of uses to which technology might be used in post-16 maths contexts up to level 2. Three strands of activity are proposed, each of which directly relates to classroom teaching and learning and with one also having a particular focus on providing data that can inform the programme’s wider work.

  1. Use technology to give students direct experience of maths in ways that are new to them. There are generic and bespoke maths applications that can provide dynamic access to mathematical ideas and structures. It is proposed to develop opportunities for students to experience this in a limited number of carefully targeted key areas.
  2. Further to 1, develop ‘flipped classroom’ approaches to learning where students use technology, particularly videos but also other technologies, in ways that allows class time to be used differently. This has the potential to allow students to develop deeper insight to the maths and achieve mastery.
  3. Finally, technology can be used by teachers for formative assessment.  For example, some software packages, when used with well-crafted diagnostic questions, allow teachers to identify students’ misconceptions and adapt their teaching in-the-moment.

Alternatively, technology can provide the same data but in a less immediate way providing more time for teacher reflection and preparation. There are possibilities for involving students individually with diagnoses of their own work and taking a more individual approach. This use of technology presents challenges for the effective use of what can be an overwhelming quantity of data. This is an issue that will be considered carefully.

There are many possible connections and overlaps between these themes. For example, it may be that the use of technology in a particular way provides motivation and the potential for greater than usual engagement for certain students.

It is likely, therefore, that there will be a small number of tools developed that are used across all the trials with others being bespoke to an approach in a particular theme. Such details will become apparent as the different approaches are considered and designed.

CfEM Handbook


Other Resources and Tools