ABSTRACT
The issues facing teachers in using ICT to support teaching and learning in mathematics are similar to those discussed both within the previous chapter and within the introduction to this section of the book. ICT is an effective support only where its use is transparent to the process; where it helps teachers demonstrate and explain mathematical ideas and where it helps pupils develop their mathematical knowledge, skills and understanding. In order to achieve this, any skills necessary for the use of ICT must be well understood and almost second nature to the user before using the skills within a mathematics lesson.
