238 Book reviews 2002 Blackwell Science Ltd, Journal of Computer Assisted Learning, 18, 238 Title: Using ICT in Primary Mathematics: Practice and Possibilities Authors: Bob Fox, Ann Montague-Smith and Sarah Wilkes Publisher: David Fulton Publishers, London, 2000 Price: £13.00 paperback. ISBN 1–85346–647–6 According to the authors, this book aims to help practising and student teachers to consider some of the issues surrounding the use of Information and Communication Technology (ICT) with special reference to mathematics. A bold undertaking given that, at the time of publication, it was set within the context of a recently introduced National Numeracy Strategy which paid little attention to how, other than in general terms, ICT could be used to support the teaching of numeracy. Given this proviso, it is perhaps surprising that the Chapter entitled ‘ICT in the daily mathematics lesson’ focuses on organisational matters such as the provision and positioning of equipment, rather than using the technology to enhance the learning process. Two short examples of ways the technology may be used are included but these are intended to act as a catalyst for discussion in a staff meeting or at an in-service course. In another Chapter 'Mathematics software and its use' an overview of five generic applications is given and the merits or otherwise of each is discussed. Whilst providing an element of balance, I felt that, given its title, this chapter was too general and lacked the specificity that might have been expected. Whilst the book has weaknesses in some areas it has strengths in others. For some, the potted history of the development of ICT in the British educational system will provide an interesting read. Once again several of the issues raised, which may not always be obvious to the less experienced user, are intended to form the basis for discussion. Likewise the chapter on mathematics teaching is well grounded in research and gives a comprehensive overview of recent developments and deserves to be read by all primary teachers. The final chapter sums up what I feel to be the general tenor of the book, that although ICT should have great potential to improve the teaching of mathematics in the primary school, the two do not sit together easily. This book is brave in so far as it tackles two major themes, ICT and mathematics; areas in which research has shown that many primary teachers feel insecure. The title belies the content however, as anyone expecting this book to be packed with practical ideas and provide detailed accounts of innovative use of ICT in primary mathematics, will be disappointed. Examples are included but this is not the focus. Rather the book provides an overview of the historical development of ICT in British primary schools, set within the context of mathematics teaching as it has developed. The aim of this book is well intentioned, recognising as it does, that many teachers need support if they are to integrate ICT into the daily mathematics lesson. A central tenet of the book is the idea that, given its strong mathematical origins, it is surprising that to date the technology has such a limited impact on improving the numeracy skills of young children. Rather than redress this imbalance the National Numeracy Strategy has exacerbated the problem. However, the omission has been taken on board by Government who have published a set of materials to support the use of ICT in primary mathematics. If implemented successfully, it would seem that a solution to a problem, not provided in this book, is in the offing. But, as the authors state, whether the rhetoric will meet reality, only time will tell. Dr. Valerie Rhodes, King’s College, London

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Page 1: Title: Using ICT in Primary Mathematics: Practice and Possibilities

238 Book reviews

2002 Blackwell Science Ltd, Journal of Computer Assisted Learning, 18, 238

Title: Using ICT in Primary Mathematics: Practice and PossibilitiesAuthors: Bob Fox, Ann Montague-Smith and Sarah WilkesPublisher: David Fulton Publishers, London, 2000Price: £13.00 paperback. ISBN 1–85346–647–6

According to the authors, this book aims to help practising and student teachers toconsider some of the issues surrounding the use of Information and CommunicationTechnology (ICT) with special reference to mathematics. A bold undertaking giventhat, at the time of publication, it was set within the context of a recently introducedNational Numeracy Strategy which paid little attention to how, other than in generalterms, ICT could be used to support the teaching of numeracy.

Given this proviso, it is perhaps surprising that the Chapter entitled ‘ICT in thedaily mathematics lesson’ focuses on organisational matters such as the provisionand positioning of equipment, rather than using the technology to enhance thelearning process. Two short examples of ways the technology may be used areincluded but these are intended to act as a catalyst for discussion in a staff meeting orat an in-service course.

In another Chapter 'Mathematics software and its use' an overview of five genericapplications is given and the merits or otherwise of each is discussed. Whilstproviding an element of balance, I felt that, given its title, this chapter was toogeneral and lacked the specificity that might have been expected.

Whilst the book has weaknesses in some areas it has strengths in others. Forsome, the potted history of the development of ICT in the British educational systemwill provide an interesting read. Once again several of the issues raised, which maynot always be obvious to the less experienced user, are intended to form the basis fordiscussion. Likewise the chapter on mathematics teaching is well grounded inresearch and gives a comprehensive overview of recent developments and deservesto be read by all primary teachers.

The final chapter sums up what I feel to be the general tenor of the book, thatalthough ICT should have great potential to improve the teaching of mathematics inthe primary school, the two do not sit together easily.

This book is brave in so far as it tackles two major themes, ICT and mathematics;areas in which research has shown that many primary teachers feel insecure. The titlebelies the content however, as anyone expecting this book to be packed withpractical ideas and provide detailed accounts of innovative use of ICT in primarymathematics, will be disappointed. Examples are included but this is not the focus.Rather the book provides an overview of the historical development of ICT in Britishprimary schools, set within the context of mathematics teaching as it has developed.

The aim of this book is well intentioned, recognising as it does, that manyteachers need support if they are to integrate ICT into the daily mathematics lesson.A central tenet of the book is the idea that, given its strong mathematical origins, it issurprising that to date the technology has such a limited impact on improving thenumeracy skills of young children. Rather than redress this imbalance the NationalNumeracy Strategy has exacerbated the problem. However, the omission has beentaken on board by Government who have published a set of materials to support theuse of ICT in primary mathematics. If implemented successfully, it would seem thata solution to a problem, not provided in this book, is in the offing. But, as the authorsstate, whether the rhetoric will meet reality, only time will tell.

Dr. Valerie Rhodes, King’s College, London