Brain-boosting mathematics games : are you game?

Games are enjoyable, and research shows that learning to play games can boost learning. Many games use mathematical processes and strategies; this book outlines the context for using mathematics games in classrooms to promote active mathematics learning, curiosity and engaged thinking. There are suggestions for suitable commercially available games and explanations of the rules for card games, dominoes, alphabet games, dice games, drawing games and others. Ways of making a new game, or modifying an existing game are explored, and there are scores of ideas for using games to support mathematical concepts while having fun.

Make a DIY mathematics trail.

A mathematics trail is an excellent activity. A mathematics trail might be something that students make themselves, possibly for other students to use, or for a Family Maths occasion, or for a community event. Presenting the making of a mathematics trail as an opportunity for inquiry-based learning (which is probably similar to, but not the same as passing the buck) could save the teacher a lot of time in preparing the trail. Pedagogically, it shifts some of the where-is-the-mathematics-in-this? type of thinking to the students - activating the maths curse and stimulating their own creativity! (Catchy expressions such as "ownership", "constructivism" and "student-centred" also spring to mind).

Book review : Embracing mathematics : on becoming a teacher and changing with mathematics

Book review. Embracing Mathematics: On Becoming a Teacher and Changing With Mathematics by Peter Appelbaum

Book review : Teaching secondary school mathematics : research and practice for the 21st century

Book review of Teaching Secondary School Mathematics : Research and Practice for the 21st Century by Merrilyn Goos, Gloria Stillman & Colleen Vale

Enabling strategic transformations with enterprise systems : beyond operational efficiency

The last few decades have seen the widespread adoption of large-scale, integrated, packaged software suites collectively called Enterprise Systems. However, most studies done so far have largely focused on the operational efficiency achieved by using these systems. This paper reports on research-in-progress that seeks to explore the strategic potential of Enterprise Systems to enable business transformations. In doing so, a new model is proposed that places the emphasis on the potential of Enterprise Systems to achieve innovation and reshape business strategy, rather than merely focusing on operational benefits. This model proposes that Enterprise Systems, when used to integrate, optimise and informate, can help firms achieve alliance innovation, process innovation and reshaped business strategy. The paper also provides preliminary empirical evidence that supports the propositions. This model will be tested further through primary case studies and a survey. This research, once completed, will assess the strategic role of Enterprise Systems in enabling business transformations beyond operational benefits.

Web-based mathematics : some 'dos' and 'don’ts'

This case study describes an “out of field” teacher’s use of the Internet to teach a range of mathematical topics in a modified Year 8 mathematics class. It highlights the importance of three factors for implementing a discernible web-based teaching strategy: appropriate choice of web objects,effective “virtual” pedagogy, and technical support and expertise. Based on these findings, a framework is suggested for constructing an effective teaching strategy to support the use of virtual resources in the actual mathematics classroom.

Entry-level college mathematics success predictors : developmental performance, 'stopping-out' and demographics

Institutionally collected data identifying student demographics, course performance in both the precollege mathematics course and the college-level mathematics course, and 'stopping-out' time between the pre-college course and the college-level course were used to create a predictive model of academic success for 'high risk' college-level mathematics students. The two most significant factors were the pre-college mathematics course grade and the student's over-all college GPA.

How different is it really? – rural and urban primary students’ use of ICT in mathematics

Information and Communication Technology (ICT) offers the potential for changing mathematics education for both teachers and students. However, how ICT is used, and by whom, is critical to realizing this potential. This paper reports on an investigation of the use of ICT in the learning and teaching of mathematics in rural and urban primary schools in Victoria, Australia. Thirty-six teachers and almost 700 students were surveyed regarding their use of ICT for mathematics at home and at school, with a small number of selected teachers and students taking part in interviews. This paper focuses on students’ perceptions of ICT use. A comparison of rural and urban students’ responses shows little difference across most aspects of ICT use, and where there was a difference, the frequency of rural use almost always exceeded that in urban schools.