ABSTRACT
The Williams Review of mathematical teaching in primary schools (Williams 2008: 4) concluded that ‘Two issues only are singled out: the need for an increased focus on the “use and application” of mathematics and on the vitally important question of the classroom discussion of mathematics.’ The above recommendation, taken together with the enhanced focus on problem solving and cross-curricular work in primary schools, highlights the value of investigating real-life contexts that will get children talking about mathematical ideas. ICT has a prominent role to play in this, as confirmed by Ofsted (2003), which highlighted the need for regular problem-solving activities using ICT, set within relevant contexts to develop a range of mathematical skills. The need for purposeful activities set within contexts that children can relate to is affirmed by Andrews and Massey (2002: 123): ‘Data, unless connected within a meaningful context and then analysed purposefully, is not worth collecting. No-one in the real world collects data for the sake of collecting data.’
