the following areas:
• diagnostic assessment.
• conceptual understanding and skills in number • a positive attitude to work with number
• progress through the levels
• independent investigation and work in small groups • the encouragement of the natural curiosity of pupils • the use of number in familiar everyday situations • mathematics as a tool and means of communication • the provision of support for less experienced teachers • reflecting good practice in mathematics
• promoting the productive use of other resources • appropriate level of mathematical challenge
In relation to the development of a positive attitude to work with number, it is clear that the package offers much potential. Opportunities for
independent investigation and work in small groups are numerous, although at the same time raise issues of planning, preparation and classroom
management for the teacher. There are also opportunities for the
encouragement of the natural curiosity of pupils, for the use of number in familiar everyday situations and also for the use of mathematics as a tool
and means of communication. There is a wide range of material which reflects good practice in mathematics education and which would undoubtedly add value to the work in the mathematics classroom. The extensive package of support materials undoubtedly promotes the productive use a wide range of other resources.
A missing element with the package as a whole is in relation to diagnostic assessment. Feedback in any form is a very limited feature of the package. Given the very great potential of the system for interactivity and feedback, this does seem to be a major deficiency of the package. There are major issues surrounding the balance between the level of independent
investigation and work in small groups, and also between small group and whole class work. With regard to the provision of support for less
experienced teachers, the level of organisational complexity of the package in itself would seem to be a very significant barrier to less experienced or less confident teachers. Combined with the complexity of classroom management issues surrounding the use of the package, it is very doubtful whether this aim has been achieved by the developers. In relation to the level of mathematical challenge, this is a very variable factor in the package. The publicity material associated with the package emphasises that the materials are particularly aimed at students who find mathematics difficult or uninteresting. There is no doubt that there is much in the package to engender interest but it is very doubtful whether the package meets the needs of the less able students. In terms of whether the materials
and also to progress through the levels, it is not possible to judge from such an initial evaluation. Such judgements could only be made from a
longitudinal study of classroom use. 7.6.0 ASSOCIATED LITERATURE
Cutler (1993) summarises with the view that the package contains "a wealth of good mathematical ideas" but that although many students would be highly motivated by using the discs, he has doubts about the cost
effectiveness of the system in its initial form. He also raises questions about the length of time which many of the activities take, and which he observes "are really only suitable for small groups".
Barker (1992), in a critical review, highlights the "sheer weight and
complexity" of the material as a major problem and one which he predicts will prove to be self-defeating. Questions are raised about the mode of use, noting that it is far from clear how the material will be used in the
classroom and asking if it will be used by the teacher, a pupil or a small group. He offers the view that the "issues have not been thought through at all", alluding to the lack of clarity about how the materials are intended to be used in the classroom. He does conclude on a more positive note with the observation that the CD ROM based versions will have more chance of success because "CD ROM drives will be endemic in schools".
Hughes (1994) reports on the initial evaluation study into the use of interactive video and associated technology conducted on behalf of the National Council for Educational Technology. She notes "unsurprisingly", given what is already known about computers in education, that:
• the use of IV in the classroom must be carefully implemented
• teachers need time to familiarise themselves with the system and the discs
• activities must be structured and should mix on-line and off-line tasks She observes further that all the evidence "reassuringly" reiterates what we already know about the use of computers in education. However she does
forms of IT, which is "high quality moving images which engage students". The danger of unproductive browsing is highlighted by Hughes, who notes that when students work with IV they want to press buttons and make things happen. There also is a reluctance to sit back and think about what they are doing and what they are learning. The advice from the NCET evaluation is that "reflective moments" should be incorporated into IV activities. A similar problem is highlighted by Goldstein (1990) when writing about the use of computer adventure games. He observes that: "In adventure games children are not usually interested in the mathematical problems themselves - only the solutions".
Sowerby (1992) reports on the classroom use of the Number Games unit and outlines an approach based upon teacher control of the system as an introduction to the whole class. He notes that the system was "certainly useful for the student who arrived late" and that it was also valuable for those who wanted a second chance to see the problem being set. A particular feature which attracts comment is the level of discussion generated. Other features which are highlighted relate to how "real problems" are presented to the students, the power of the visual medium, the positive reaction from the students and the perceived relevance of the problems set in this way.