2 Do resources matter in primary mathematics teaching and learning ?

images, therefore, provide reference tools and thinking tools for children to work with as they develop understanding of the number system and perform calculations with numbers. Such images can act as visual cues/memory aids which, in turn, act as a basis for reflective thought. In addition, models, images and diagrams should assist understanding of how a particular strategy or method was used to solve a problem and why it worked. Research undertaken by Clausen-May (2005: 84) shows that visual and kinaesthetic thinkers are more likely to benefit from teaching and learning approaches which make effective use of models and images ‘that make key mathematical concepts manifest’. ICT A wide range of information and communication technology (ICT) is available in most primary schools as useful resources and tools to support the teaching and learning of mathematics. This can include programmable robots, calculators, television, radio, audio tape, video, digital cameras as well as computers, software, access to the internet and interactive whiteboards (IWBs). The NNS (DfEE, 1999: 32) advocates the use of such resources providing that ‘it is the most efficient and effective way to meet your lesson objectives’. Bottle (2005: 95) lists some appropriate uses of ICT in mathematics lessons and suggests that there need to be connections between the tasks/activities undertaken using the ICT device and mathematical activities independent of the device. This is supported by Higgins and Muijs (1999: 112), who advocate that more explicit links need to be made between computer activities and other planned activities in order that pupils develop a greater awareness of mathematical connections. Anghileri (2001: 186) suggests that calculators are at their most effective as cognitive tools when they are used to provoke thinking rather than as simple machines to obtain answers to given calculations. While there is little doubt that ICT offers powerful visual images and that children are motivated by ICT devices, on its own this will not necessarily lead to increased understanding of any mathematical aspect or concept. As with the use of all resources or tools, it is the choice of task, effective use of the resource/software, quality of teacher intervention and opportunities for discussion which are fundamental to successful learning. OFSTED (2005) continue to report that too few teachers use ICT effectively in their mathematics lessons. There does appear to be, however, a greater use of IWBs within whole-class lessons or sections of lessons, particularly for demonstration and review purposes. Chapter 8 provides more focus on creative and effective use of IWBs to develop mathematical thinking. Mathematical games Mathematical games can be played in whole-class, small group or paired settings. They are a resource which is usually highly motivating to children and, consequently, encourages greater levels of concentration and engagement with mathematics. Games can be used in different ways to consolidate learning, practise skills, explore mathematical relationships and develop problem-solving strategies. Many board games, commercially produced games and some computer games are designed to practise particular aspects of mathematics; Parr (1994: 29) sees this as a major advantage of games as they ‘can stimulate people to give repeated practice to skills of mental arithmetic and then do the whole thing again simply because they want to do better the second time around’. While such games do allow for the use and application of skills in a different context, when choosing these types of games, teachers and practitioners need to give consideration to the mathematical content and the level at which the children are working. The best games will allow for different levels of challenge. Do resources matter in primary mathematics teaching and learning?