British Journal of Educational Technology

Thorne, Michael

doi: 10.1111/j.1467-8535.1987.tb00646.xpmid: N/A

Fothergill, Richard

doi: 10.1111/j.1467-8535.1987.tb00647.xpmid: N/A

Ennals, Richard

doi: 10.1111/j.1467-8535.1987.tb00648.xpmid: N/A

Anderson, John

doi: 10.1111/j.1467-8535.1987.tb00649.xpmid: N/A

Jones, Ron

doi: 10.1111/j.1467-8535.1987.tb00650.xpmid: N/A

Hartley, J R

doi: 10.1111/j.1467-8535.1987.tb00651.xpmid: N/A

Potter, F

doi: 10.1111/j.1467-8535.1987.tb00652.xpmid: N/A

Martin, D John

doi: 10.1111/j.1467-8535.1987.tb00653.xpmid: N/A

Ball, Derek

doi: 10.1111/j.1467-8535.1987.tb00654.xpmid: N/A

The use of computers is of considerable value for those learning mathematics. Their effective use depends upon adequate teacher education and the provision of sufficient hardware in classrooms where mathematics is taught. The purpose of using computers in mathematics classrooms is to engage learners’ interest and involvement in the mathematics they are learning. To achieve this learners need to be in control of what they are doing. At present, turtle geometry and the use of relatively limited software packages appear to be most effective for this, but in the near future it should be possible to develop software tools which are both powerful and easy to use. These are likely to include information‐retrieval packages; spreadsheets; and also ‘microworlds’ written in a language such as Logo or Prolog.

Russell, Philip

doi: 10.1111/j.1467-8535.1987.tb00655.xpmid: N/A