by David Tinsley (GB)*
The IFIP Working Group on Informatics Education at the Secondary Education Level (WG3.1) of the IFIP Technical Committee on Education (TC3) announces the publication earlier this year of Information and Communication Technologies in School Mathematics by Chapman and Hall, London. Edited by David Tinsley (GB) and David Johnson (GB), this book is the proceedings of the third conference organised by WG3.1 specifically focussing on the use of computers and IT in mathematics education.
Mathematics educators were some of the prime movers in the formation of WG3.1, and while the activities of this WG now cover a range of subjects and concerns with secondary education, the mathematics-education work is as strong as ever. It is over thirty years since the WG was formed, and it has had a distinguished series of activities and publications to its name over this time, including prime responsibility for the 1995 World Conference on Computers in Education in Birmingham and recent working conferences. The use of computers in mathematics was an early interest of the WG and the subject of its first Working Conference, held in Varna, Bulgaria, in 1977. The associated publication, Computing in Mathematics, Impacts and Relationship, was edited by David Johnson and David Tinsley. The second conference on the same theme was held in Sofia, Bulgaria, in 1987, when David Johnson shared the editorial responsibility with the late Frank Lovis (GB).
The two Davids were again charged with editing the most recent book, of the 1997 conference, in Grenoble. The International Program Committee for the Grenoble Conference was chaired by Bernard R. Hodgson (CDN). The 91 participants heard and discussed 23 published main papers and 26 short papers, of which 9 were also included in the book of the Conference. Ten of the participants had been at the first Conference in Varna twenty years before; this gave an important perspective to recent developments, which have often relied on more powerful computing facilities rather than new concepts. There was a feeling of envy among the 'old stagers' that modern graphics and software tools were not available to their research efforts two decades ago.
Fortunately, a mature debate is now possible about the most appropriate ways in which learners can benefit from computing in the classroom and in private study at home, with further stimulation provided by the ease of communication between learners through the Internet. The Conference provided an opportunity to explore perspectives across 30 years of activity, from those issues which are still current to a whole range of new, interesting developments. A theme appeared constantly in 1977, 1987, and 1997: the evolution of the curriculum to take on a more pupil-centred view, with the computer emerging as a personal tool for developing an understanding of mathematics. The evolution of mathematics software gives new possibilities for mathematics teachers and new opportunities appear with Internet and networks. The role of the teacher has changed a great deal during these thirty years and remains a central concern. Although many questions about learning have been answered, much still remains open!
The Conference book is a unique record of the latest research and practice within the world of secondary mathematics. It is the result of hard-won experience over three decades by leading teachers. It will be of interest to all those responsible for the management and delivery of the curriculum in secondary schools as well as those who wish to read sound common sense about the application of new information and communications technologies within education. WG3.1 members commend the results of their collaboration to the mathematical world.
* member of WG3.1