1.

0 The usage of effective teaching resources strengthens and produce effective teaching
and learning

Over the past several decades the focus on educational change has been pervasive and
unrelenting as education systems everywhere have struggled to meet the needs of the
times. It is sometimes hard to imagine that there could be anything new under the
educational reform sun, as old ideas are recycled and the pace of change often seems
painfully slow. In the process of delivering mathematical ideas and skills, teachers can use
resources available in the classroom. The selection of effective resources is required in
order to make teaching and learning successful. However, researchers continue working to
untangle important aspects of these relationships, including the specific ways in which
quality teaching operates, the degree to which it drives learning, and how effectiveness
evolves as teachers progress through their careers. In addition, the field is still seeking
clarity about how to develop, measure, and sustain teacher effectiveness. This ongoing
research attention is paralleled by momentum at the federal policy level, particularly
efforts to strengthen accountability for teacher quality and, most recently, to define
teacher effectiveness based on growth in student learning. In term resources, the world has
moved on towards the used of technology especially in class. Researcher and creator spent
immense time perfected the technology that can be used in classroom. Through those
newly created teaching tools, the aim to produce and effective teaching and learning is not
that far-fetched.

The globalising phenomenon of information and communication technologies (ICT) is a
distinct characteristic of modern times. The speed and immediacy of ICT, coupled with
opportunities for increased information ow through multiple routes of communication,
suggest that we are living in a time of unprecedented change, with ICT affecting the way
we live and function as individuals and as a society (Castells, 2004). Within the context of
education there are some technologies that appear to have attracted more interest than
others; however, the degree to which they have been successfully integrated into the
classroom environment has been varied. In recent years, there has been a growing level of
interest in the electronic or interactive white- board (IWB), well documented by the
educational press. Such technology is generally comprised of a triangulation between data
projector, computer and an electronic screen. This allows an individual to interact with
software at the front of a class rather than from the computer. Effectively, the computer
screen is projected onto the electronic whiteboard and presented to the class with the
teacher, or perhaps student, selecting, activating and interacting with the programs.
According to, Wood & Ashfield(2008) at a time in England when the government has
promoted whole-class interactive teaching, particularly within Literacy and Numeracy,
access to IWB technology through targeted government funding is also increasing, and the
IWB is steadily becoming a feature of most numeracy and literacy lessons. In January
2004, Charles Clarke, the Secretary of State for Education in England, announced that, in
addition to the 25 million previously made available to schools in September 2003; a
further 25 million would be released for the purchase of IWBs. This technology is
therefore likely to become a key resource in most schools. Introduction of new
technologies such as this within the classroom context raises questions regarding the ways
in which pedagogic practice may be supported and enhanced; this being the focus of this
study, specically, the links between three areas; whole-class direct teaching, creativity
and the integration of technology. This goes to show how good classroom resources such
as interactive board able to further help pupils to be more interested in learning thus
producing better pupils. When students are using technology as a tool or a support for
communicating with others, they are in an active role rather than the passive role of
recipient of information transmitted by a teacher, textbook, or broadcast. The student is
actively making choices about how to generate, obtain, manipulate, or display
information. Technology use allows many more students to be actively thinking about
information, making choices, and executing skills than is typical in teacher-led lessons.
Moreover, when technology is used as a tool to support students in performing authentic
tasks, the students are in the position of defining their goals, making design decisions, and
evaluating their progress. The teacher's role changes as well. The teacher is no longer the
center of attention as the dispenser of information, but rather plays the role of facilitator,
setting project goals and providing guidelines and resources, moving from student to
student or group to group, providing suggestions and support for student activity. As
students work on their technology-supported products, the teacher rotates through the
room, looking over shoulders, asking about the reasons for various design choices, and
suggesting resources that might be used. The current focus on direct whole-class teaching,
particularly in mathematics, developed in response to concerns in England about the level
of childrens performance in English and mathematics compared to those in other
countries. Brophy and Good (1986) are cited as nding this method more suited for
teaching rules, procedures and basic skills, especially to younger pupils. Less structured
and teacher-directed approaches, Muijs and Reynolds (2001) suggest, would be more
appropriate when the aims of the lesson are more complex or open-ended for example,
developing students thinking skills with the technology featuring widely in whole-class
teaching, there is a concern that its full interactive potential may not be explored through
this structured, teacher-directed approach as the teaching and modelling of rules,
procedures and basic skills is likely to take precedence over more complex and
cognitively demanding activities.

While most teachers were positive about the design consciousness that technology fosters,
a potential downside was also noted by a few teachers. It is possible for students to get so
caught up in issues such as type font or audio clips that they pay less attention to the
substantive content of their product. Teachers are developing strategies to make sure that
students do not get distracted by some of the more enticing but less substantive features of
technology, for example, by limiting the number of fonts and font sizes available to their
students.




2.0 The importance of teaching resources to the implementation of the teaching and
learning.


It is important that the teacher is fully aware of the difficulties, both personal and
academic, encountered by students with mild general learning disabilities. Personal
difficulties are very often underpinned by a poor self-image brought about by a long-term
sense of failure. Many students with mild general learning disabilities require a structured
approach to mathematics. Opportunities to practice mathematics skills and concepts
enable students to consolidate their learning. Direct teaching, using explicit strategies, is
essential as some students may acquire inappropriate or incorrect strategies from
incidental learning. While many students learn by working things out for themselves or
observing how others work, when knowledge or skills are being used in a new context it is
important to support students by making their learning explicit, since transfer of learning
does not always take place automatically. Modeling links classroom mathematics and
statistics to everyday life, work, and decision-making. Modeling is the process of
choosing and using appropriate mathematics and statistics to analyze empirical situations,
to understand them better, and to improve decisions. Quantities and their relationships in
physical, economic, public policy, social, and everyday situations can be modeled using
mathematical and statistical methods. When making mathematical models, technology is
valuable for varying assumptions, exploring consequences, and comparing predictions
with data. A model can be very simple, such as writing total cost as a product of unit price
and number bought, or using a geometric shape to describe a physical object like a coin.
Even such simple models involve making choices. It is up to us whether to model a coin
as a three-dimensional cylinder, or whether a two-dimensional disk works well enough for
our purposes. Other situations modeling a delivery route, a production schedule, or a
comparison of loan amortizationsneed more elaborate models that use other tools from
the mathematical sciences. Real-world situations are not organized and labeled for
analysis; formulating tractable models, representing such models, and analyzing them is
appropriately a creative process.

One of the insights provided by mathematical modeling is that essentially the same
mathematical or statistical structure can sometimes model seemingly different situations.
Models can also shed light on the mathematical structures themselves, for example, as
when a model of bacterial growth makes more vivid the explosive growth of the
exponential function. Pupils will need more opportunities to use concrete materials and
engage in concrete tasks rather than working from a textbook where their weakness in
language would further aggravate their arithmetical difficulties. As their concentration
span is short, they benefit most from tasks which are short and varied. Many software
programmes can be used at different levels within the one group or class. Valuable teacher
time can be taken up in establishing the correct starting point for a particular student.
Colour codes and symbolic representations taped to the front of software boxes can help,
and a card with clear instructions can be given to the individual student. Once students
have practiced this procedure, they will be able to locate and load the software
themselves, and an older student can either help or supervise. It is helpful to keep symbols
constant and, where possible, include the students in the choice of how information can be
presented symbolically. The availability of ICT has changed the nature of teaching and
learning in maths. Calculators have become more advanced, allowing users to perform
increasingly complex functions. A range of portable devices exists which allow pupils to
collect data, and manipulate it using spreadsheets and databases. Multimedia software
programs focus on specific units of study, bringing dynamic movement, sound and
graphics to pupils learning. Programmable toys or floor robots controlled by instructions
in programming languages usually Logo, were one of the earliest applications of ICT to
maths, and where used, were the cause of significant changes in maths teaching. ICT gives
teachers the tools to allow pupils to perform complex tasks similar to those in the adult
world. ICT seems to provide a focal point which encourages interaction between pupils, as
well as between pupils and the technology itself. Goos (2001) found that the use of
graphic calculators facilitated communication and the sharing of knowledge between
pupils. It was both a stimulus and partner in discussions during group work. Pupils also
shared their findings in a whole-class discussion using a data projector, and demonstrated
further cooperation during the presentation, by co-ordinating use of the computer
keyboard, projector, remote control and laser pen. As well as co-operating, pupils may
also disagree more when using ICT, but they are likely to successfully resolve these
disagreements, often by using ICT to prove a point (Clements, 2000). Hennessy (2001)
describes how a graphic calculator was used in this way by pupils, to mediate during
collaboration over a problem-solving activity. It provided an external reference point in
discussions, a means for comparison of ideas which supported a highly productive
investigation. Hudson (1997) investigated the use of a particular curriculum software
package, and once again found a rich interaction occurring, both between pupils and with
the software, under relatively unsupervised conditions, for much longer periods of time
than had been achieved previously. Portable equipment is not necessarily used outside the
classroom, it may be the means to integrate activities into maths lessons while pupils work
in the classroom at their normal tables. Moseley (1999) reports the pleasure pupils feel in
using portable equipment, and detailed case studies demonstrate how equipment may be
used to capture data. Pupils themselves suggested activities, both inside and out in the
playground, which were made feasible by the portable nature of the equipment. The
generation of decimals in a context that they could understand (various timing activities),
and subsequent examination of these numbers led to the teacher altering her expectations
of what the whole class could achieve. A significant learning gain was demonstrated by
completion of a standardised maths test.









The software used is from a website called Visual Math Learning.
http://www.visualmathlearning.com/index.html














This is the first part of teaching addition using visuals and the medim of showing it is by
using ICT. This website allows pupils to be able to visualized the mathematics process,
and show it it clearly how the process of addition happen.









This is how addition is been explain through the website. Teacher can use this
explanation in order to help pupils further grasp the concept of addition.








This is the visual concept how the transaction process of addition happen.


This programme also provides different ways of explaining which can accommodate pupils
various way to understand mathematics.






Finally this programme also adds extra information for advanced pupils in order to prevent
them from getting bored and challenge them intellectually.
















3.0 Reflective report on the use of ICT during mathematics lesson.

A key role of education is to empower students with skills and attitudes that are essential
to their success in our knowledge society future. Cuttance (2001) suggests that new ways
of thinking and solving problems in supportive classroom learning environments require
well-developed motivation, self-regulation strategies and metacognitive capacities to
engage students successfully. It is easy to believe that ICT has a positive influence on
learning and many parents and teachers are convinced ICT offers better learning
opportunities than traditional approaches. The large financial commitment in schools
and homes is evidence of the positive thinking about ICT and its potential to improve
student attainment. For many students the novelty of the equipment is a motivational
factor in their learning. The attention should, however, be focused on whether the ICT is
engaging the student and enhancing the learning. The contemporary understanding of
learning emphasises the importance of prior knowledge, an active approach to learning,
relevance, social construction of knowledge, individual metacognition and self-regulatory
strategies. These constructs shape, in turn, pedagogical practice and the organisation and
management of learning. The focus of this new learning is very much about meeting the
needs of the individual learner.

The learning culture encompasses such things as school setting, the influences of different
groups of people within the organisation, curriculum management and delivery, values
and traditions, and the schools place in the community. The 6provision of ICT as a
learning resource/tool has created challenges for schools. In the first instance, the manner
in which ICT can be deployed is determined by the schools infrastructure, finances,
classroom physical space, personnel and technical support. Individual schools adopt
different organisational modelscomputer laboratories, computers interspersed in
classrooms, individual laptops, or pods. Clearly these decisions impact on pedagogy and
therefore the nature of learning and the learning culture. This situation provides limited
access for classes of students to ICT. Given the subject-based approach of secondary
schools, a good deal of reliance is placed on the timetable to provide an effective learning
environment. The timetable provides students with a structure that determines which
subject lessons are taught at different times of the day. In some secondary schools the
introduction of laptop programs and the use of pods (banks of computers) are further
options to provide more regular access to ICT and therefore make a difference to learning
opportunities. Evidence from students demonstrate that the within the learning culture the
teacher and the use of ICT has both positive and negative consequences for different
learners and their learning styles. Given that early adolescents are generally keen users of
modern technology, many students enjoy the novelty of the resource, value its efficiency,
or are motivated to explore and experiment with various applications. On the other hand,
some students are frustrated by their own perceived inabilities using different technology
tools, or have low expectations accessing school resources to adequately support their
learning. The Internet restrictions at schools prevent student learning opportunities that
may well be otherwise available in home environments. The issue of home access to ICT
further compounds the role of the school and the impact on student learning within
classroom environments. Teachers subject knowledge, pedagogical skills, discipline, and
enthusiasm are important determinants in establishing and maintaining the classroom
learning culture. For most students who were asked, they value the teacher who is able to
support them to integrate the technology effectively with their own knowledge-base.
Students raised a number of issues about the integration of the Internet into the teaching-
learning process that included searching strategies, currency of information, and the
quality and accuracy of information. These issues were relevant to the Internet as an
information resource. Students, however, also raised a number of reflections about the use
of the Internet and its communication forums. The evidence indicates that students often
adopt surface approaches to fulfil work commitments without the intention of aspiring to
understand and extend prior knowledge. ICT has simply made the task easier and more
efficient, and allowed the final product to be presented at a higher standard. Whilst the use
and familiarisation of basic technology skills can free the student to apply higher cognitive
demands, the voice from students highlights an overemphasis on surface learning
approaches. The inclusion of ICT into the learning environment has created a greater
focus on the collaboration and interaction between and among many studentsaspects of
student-centred environments. The support and guidance from the teacher remains
important. The majority of students valued learning with ICT when it was relevant, gave
them ownership, control and autonomy, and was conducted in environments that
supported a climate of collegiality. When the learning tasks provide little opportunity for
students to explore their thinking and understanding, most students were generally passive
learners. While the use of ICT has been regarded as a tool to transform thinking and
learning, it can actually promote surface learning approaches. Many students often
described moments where the sole intent was to reproduce or regurgitate information. The
use of higher cognitive thinking was evident in tasks when ICT was purposefully
integrated with subject content. Many students noted that the use of the Internet at school
often inhibited their learning. Often students preferred to access the Internet at home as
there were 18fewer limitations and the familiarity of the home resources made it easier to
use as a learning tool.