Gould, L;
Ikhinmwin, S;
Walley, A;
Clark-Wilson, A;
Hoyles, C;
(2013)
Embedding dynamic technologies in the key stage 3 curriculum – The Cornerstone Maths approach.
Mathematics Teaching
, 235
pp. 44-47.
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Abstract
In this article, we describe some of the outcomes of the ‘Cornerstone Maths’ project. Cornerstone Maths is a USA/UK collaboration that offers teachers of Key Stage 3 mathematics some technology-enhanced units of work that can ‘replace’ several weeks of mathematics teaching. Cornerstone materials are not just ‘any old’ curriculum resources. They have been iteratively designed and evaluated over many years, in the USA and England, in order to embed the use of bespoke digital technology around particular key areas of mathematics, where its potential for enhancing learning is already established due to the use of multiple representations that are visual, dynamic, and inter-connected. Cornerstone also acknowledges the crucial importance of teacher professional learning and offers professional development and involvement with a lively project community.
| Type: | Article |
|---|---|
| Title: | Embedding dynamic technologies in the key stage 3 curriculum – The Cornerstone Maths approach |
| Publisher version: | https://www.atm.org.uk/Mathematics-Teaching-Journa... |
| Language: | English |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1515669 |
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