Multimedia resources In the mathematics classroom

Journal of Computer Assisfed Learning (1994) 10,216-228

Multimedia resources in the mathematics c/ussroom R.J. Phillips and D. Pead Shell Centre for Mathematical Education, University of Nottingham

Abstract In a study of multimedia technology in mathematics classrooms, teachers were given a set of resources which were very mixed in character and style, and from which they could freely select. These were used in lessons over an extended period, in some cases for two years or longer. By interviewing and by observing lessons, it has been possible to draw some tentative conclusions about the relative merits of different styles of mu1 timedia in mathematics classrooms. There was no evidence that multimedia leads to radically new ways of teaching and learning but instead it appears to be a natural continuation of the evolution of ideas for teaching with computers that took place during the 1980s.

Keywords: Interactive video; Mathematics teaching; Multimedia

Introduction

As an aid to teaching and learning, multimedia offers some facilities which have not been available in conventional computer assisted learning, such as motion video and high quality sound reproduction. There have been some extravagant claims that these technical advances will lead to radically new ways of teaching and learning (e.g. Barker & Tucker, 1990). But it could be argued that multimedia is no more than a continuation of the rapid evolution of ideas for teaching with computers that took place during the 1980s.

One way to test these two conflicting viewpoints is to find out whether teachers who have built up experience in using multimedia employ the technology in a different way from conventional computers. Differences might be apparent in students' learning activities, in teaching styles or in the quality and amount that students learn.

This study records the choices and opinions of teachers who have had access to a range of multimedia materials over a period of more than two years. The judgment of these teachers is likely to be indicative of what larger numbers of teachers will do once multimedia technology becomes more widely available in the future. This empirical approach to crystal gazing was

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Accepted: 14 May 1994

Correspondence: Dr. R.J. Philli s, Shell Centre for Mathematical Education, University of Nottingham, Nottingham NG?2RD, UK. 216

b a i l : [email protected]

Multimedia in the Mathematics classroom 217

attempted in a previous study when computers were rare in schools (Phillips et al., 1984) and the results gathered from a small number of teachers who were given exceptional resources have proved reasonably accurate in predicting some of the approaches adopted by much larger number of teachers since. Of course, the weakness of this methodology is that it cannot predict behaviour that depends on the availability of resources that are not available to teachers in the study and may not yet exist. Nevertheless we would argue that a limited power to predict the future based on evidence is preferable to pure speculation.

Classroom research on mu1 timedia has often studied the use of particular materials in a particular context. For example, Atkins and Blissett (1989) studied small group problem solving on three interactive video tasks, giving a detailed picture of the way students make use of their time. Hudson (1990) reported on how students interrogated the Domesday discs for data about trees. Straker (1988) observed the classroom use of the Systems Impact discs which take a tutorial approach to teaching science. A different research strategy is to give teachers a freer choice and see what emerges. This was adopted in NCETs evaluation of their CD ROM in Schools Scheme (Steadman et al., 1992) and it is also the approach used here.

Method

Multimedia materials

All the schools who took part in this study had The World of Number (Secondary Discs) which was developed by the Shell Centre and New Media for the English National Curriculum Council (Shell Centre et al., 1993). The package consists of three double sided laservision discs, extensive print material and software running on a PC 286 computer. (Some of the materials have since become available on CD-ROM.) The contents are summarised in Table 1. Although the 17 modules make use of multimedia technology in very different ways, they are all resources which are intended to support teachers and students in the environment of a mathematics classroom.

Schmls and Teachers

Seven schools in different parts in England took part in the study. Six were comprehensive schools taking students from age 11, and the other was a middle school for ages 10 to 14. Their locations included inner city, suburban city, commuter small town, and industrial small town areas. All seven had been trial schools during the development of The World of Number and had opted to continue to use the materials for at least one more year. They received their first materials by February 1991 with observation continuing until July 1993. Schools were visited regularly and data was collected from lesson observations, structured interviews and informal interviews.

218 R.J. Phillips & D. Pead

Table 1. Teachers rating of the modules

Name of Module Familiarity Lessonuse Futureuse Brief Desaiption Exp. Nov. Exp. Nov. Exp. Nov.

Who Stole the Dedmal Point? Adventure game with maths problems

Number Games Problem starters using studio video*

Numerical Labyrinths Design your own maze game

Read! Collect and interpret reaction times

Powers of Ten Explore film with multiplication factors'

Perspectives: Alcohol Interpret multimedia health database

Pichue Gallery Library of 700 still pictures for maths mrk"

Human Mosaics Plan and design a human mosaic*

Ways of Calculating Watch b analyze problem solvers at work

Life Doesn't Run Smoothly Maths in social situations*

Perspectives: blocks 3 0 visualhtion from different views

Jeans Consumer decisions and adwice*

On the Move Library of video dips f i r mafhs mrP

Perspectives: running, jumping 8t flying Interpreting graphs of movement

Short Tasks Short mafhs problems

Mechanisms Inwstigating linkages in familiar objects*

Challenge Mental arithmetic activities

6.7 5.3 6.0 4.5 6 4

6.7 2.8 5.7 2.5 4 1

6.0 2.8 5.3 1.5 4 2

4.8 3.8 4.5 2.0 2 2

5.0 2.3 4.7 0.5 4 3

3.7 2.6 2.3 0.5 0 0

3.2 2.2 2.0 0.5 2 0

3.3 2.8 1.3 1.0 1 1

2.0 1.3 1.2 1.0 2 0

2.5 0.7 2.2 0.0 0 0

2.2 0.0 1.5 0.0 1 1

2.7 1.8 1.3 0.0 0 1

1.5 2.0 0.7 0.5 0 2

1.3 0.3 1.0 0.0 3 0

2.0 0.5 0.8 0.0 0 2

1.3 0.8 0.3 0.0 0 1

0.3 0.3 0.3 0.0 1 0

Seven teachers who were experienced users of The World of Number (Exp.) and seven teachers who were novices (Nov.) rated each module:

1) according to how familiar they were with it, 2) according to the amount they had used in lessons, and 3) for their likely future use in lessons over the next twelve months.

Notes Here the modules are rank ordered according to the total amount of lesson use, combining data from experienced and novice teachers. All scores can range from 0 - 7 based on the sum of ratings from seven teachers. The higher the scores indicate greater familiarity or use. The ratings were generated from a card sorting procedure. When more than two piles of cards were produced, scores include fractional values between zero and one.

indicates the Tool Box software was available. This allowed users to super impe marks and lines on video pictures and to make measurements of distance and angle. ,


Structured Interviews

Typically three or four teachers in each mathematics department made use of the materials regularly, but for the purposes of the structured interviews, each department nominated one 'multimedia experienced' teacher and one 'multimedia novice' teacher to be interviewed at the end of 1992.

The typical 'experienced' teachers had first encountered the materials in trial form 20 months before the interview and had begun using them in the classroom 17 months before the interview. They had received the materials in their final form three months before the interview. The typical 'novice' teacher had been introduced to the materials by a colleague two months before the interview and used them in a lesson shortly afterwards.

Interview questions covered a wide range of topics. At the start, teachers were asked to categorise the modules in three ways:

Which modules are you most familiar with? Which modules have you used in a lesson? Looking into the future, which modules do you see yourself as most likely to be using (if any)?

These were answered by inviting the teacher to sort cards with the 17 module titles. Positive responses were scored as one and negative responses as zero, and in some cases fractional scores were interpolated, according to the number of categories into which the cards were sorted. The means are shown in Table 1.

The largest part of the interview was devoted to asking teachers about their lessons with the materials. In addition a number of lessons were observed in each school. So much information was gathered here, that we have chosen to report only on the three most popular modules: Who Stole the Decimal Point?, Numerical Labyrinths and Number Games.

Numerical Labyrinths

DeSCriptian

Numerid Labyrinths is a versatile maze designing program which supports activities by students over a wide ability range. Mazes that are designed as a floor plan on an 8 by 8 grid come to life through video and computer graphics (see Fig. 1). Mathematics arises naturally through designing a maze and from charting other people's mazes. But the designer also has a powerful feature to create a maze on a particular mathematical theme: you can create problem rooms and determine what happens when someone enters one of these. For example, these can incorporate a still image or a short film clip from elsewhere on the videodisc. When a player enters a problem room they may be asked a question or given information. Mazes of quite different character can be constructed: a maze can be like a maths trail, a quiz, a small microworld, or a network of function boxes, according to the way problem rooms are used. The primary purpose of the program is to offer students a software tool from which they can build something impressive and exciting, at the same time as learning some mathematics.

220 R.J. Phillips ik D. Pead

Fig. 1. Screen images from Numerical Lubyrinfhs

Classroom Use

The majority of teachers used this module with year 8 classes (13 year olds) although there were some lessons with younger and older students. The teachers chose to introduce the topic of mazes in several different ways, although these always included some discussion and exploration of a maze - either on paper or screen. The idea of a maze was familiar to all students, but typically less than half the students in a class had been inside a maze.


Some introductory activities made use of the examples of mazes distributed with Numm'cd Labyn'nths. One class made a map of a simple 4 by 4 maze on the blackboard. Each person took a turn to move one position in the maze and to draw in one square on the grid showing the room with its doorways. The exercise related compass directions, co-ordinates and the screen pictures to produce a plan. In other classes, small groups of students explored other mazes we provided. For example, one of these resembles a mathematics trail where you gain points for answering questions correctly.

Other introductory activities, away from the machine, explored different ways of representing mazes. Some classes made use of chalk lines drawn on a playground, models using Leg0 bricks, and even a living maze grown with mustard and cress.

One teacher chose to focus on strategies for exploring mazes. As well as using some of the example mazes in Numerical Labyrinths, she made use of other maze software running on a BBC computer.

Once students began designing their own mazes, lessons followed a more consistent pattern. Designs always began on paper. Although the most able students could develop their ideas by sketching a maze on a blank sheet, most teachers provided a grid, and with less able classes, it proved effective to give students photocopied sheets of maze grid tiles that could be cut out with scissors and pasted on to a grid.

Once a design was approved by the teacher, students took turns to come to the machine and enter it in. This was usually done in pairs. A maze was constructed on the screen by dragging tile icons into a grid. We noted that even the least able students had very little difficulty in doing this as long as they had a clear plan on paper to work from. An exciting moment for everyone was to see a maze brought to life on the Screen as pictures of rooms and comdors. It was quite common for students to 'get lost' in their own maze. Students could save their design on a floppy disc and continue work on it later. These first mazes were usually quite simple and rarely made any use of problem rooms.

The availability of only one set of equipment was a serious obstacle and posed teachers difficulties in managing time on the machine. As a result it was uncommon for students to have the opportunity to test out and refine their mazes adequately.

One teacher organised his year 7 class into groups of about four students. After some introductory activities that involved the whole class, everyone designed a maze that made some use of problem rooms. Each group then had to choose just one maze to enter into the machine and to develop. This choice was usually made by voting or by drawing lots. Groups then took turns to enter their mazes: some designs took several lessons to get working to the satisfaction of the group. Some mazes had rooms with mathematical questions to answer, others required a search for letters to be arranged to spell a geometric figure, while in others, you tried to reach a target number by passing, in the right order, through rooms which camed out arithmetical operations.

222 R.J. Phillips dr D. Pead

Number Games

Desmption

Number Gumes is a collection of problem starters on video, presented in a studio to a group of students in the 11 to 16 age range by a member of their group. The style is informal and although no answers are given, we do see the students on the screen beginning to think how to tackle a problem. One of these is a well known mathematical problem about arranging 18 bottles in a 6 by 4 crate. This is presented on screen by a 15-year-old boy, to a small group of girls and boys of a similar age. He uses his own words, making few concessions to 'mathematically correct' language

"Let's just say a man goes to a party and he wants to take all these bottles with him. . . He has to bring the bottles in a special way. . . to have an even number of bottles in each row."

We see the group asking him questions and trying to rearrange the bottles according to his rule. They are all keen to have a go and are vocal in their criticisms of each other's attempts. The video ends before they have made much progress, freezing on the image of a hand moving one of the bottles.

There is a choice of seven problems in this style each of which runs for about two minutes: some of the others are described in an article by Sowerby (1992). For each problem there are worksheets and suggestions for teachers, including ideas for generalising and extending the problems. Curriculum areas supported include number patterns, symbolisation, spatial thinking and a broad range of strategic skills.

The sequences could be presented on a conventional video player, but interactive video does offer two significant advantages. Firstly, it gives quick access that allows someone to move rapidly from one sequence to another or to replay a sequence. Secondly, for two of the sequences, we have provided simple computer simulations of the problem which allow students to explore and investigate them on screen.

Classroom Use

Typically the whole class watch one problem through twice, they discuss it and then work on it individually or in small groups. After the introduction, students often manage the equipment themselves, with some groups returning to verify details. The problems typically occupy a one hour lesson. A teacher who used the Bottle Crate problem remarked how at the start of the lesson some students were sceptical as to whether a solution was possible, but by the end, many different solutions had been found, and the focus was 'How many solutions are possible?'.

One teacher working with a year 7 mixed ability group (12 year olds) began with the whole class watching two of the problems on screen. Students took notes and decided which they would prefer to work on. Work continued over three lessons and homework, with groups sometimes returning to the machine to replay the video. Some groups solved the problem quickly, and with some help from the teacher, worked on


extensions. The teacher commented that giving students a choice may increase their feelings of ownership, but can misfire when less able students are attracted by a problem that is too hard for them. Such a group had chosen the harder of the problems, and after a lesson and a half were very stuck; they then switched to the easier problem which they solved.

In trials, the initial popularity of Number Games with teachers could be attributed to the fact that it is easy to manage, it is easy to match with existing curriculum and that it is undemanding technically. But its continued use by teachers who also took on much more ambitious multimedia lessons, suggests that there are also more positive reasons for this style of lesson which makes good use of a video 'starter'.

Interviews with students showed that what appeals particularly is the use of people on screen of their own age who they can identify with. The presenter of the problem is always one of the group, who are all aged between 11 and 16 years.

Who Stole the Decimal Point?

Description

wha Stole the Decimal Point? (WSTDP) is a simulation game. It involves students in an adventure story where a series of mathematical problems have to be solved in order to resolve the story. The multimedia presentation uses a mixture of film, still pictures, and montages of stills with sound.

The story begins with a group of teenagers discovering a computer virus which corrupts any calculations using decimal points. Many everyday activities are being affected including banks, supermarkets and sports events. The group traces the trouble to a country house and observe, briefly, a suspicious character named Count Integer who traps them in a locked room. The burden of solving the mystery passes to the viewer who can explore the house and encounter a range of problems that need to be solved.

In order to complete the game, students need to solve eight out of twelve problems, as well as one final problem. The problems vary considerably in style of presentation, in difficulty and in their mathematical content. For example, with the boat problem, we are outside the house and see an envelope attached to the far side of a moat filled with water. A small upturned boat is lying on the grass with five identically dressed people sitting on it. They tell you that you can take the boat if you can "find a number which will make them all stand up". A numerical keypad appears and by entering numbers into this you find that you can make different combinations of the five stand up. Some systematic analysis reveals that a familiar mathematical rule governs who is standing, which leads to the discovery of a number which makes all five stand up, and so to the contents of the envelope across the moat. Classroom use

All seven of the trial schools have used this module; in many cases, with more than one class. Typically the materials support small group and whole


class problem solving activities over an extended period of several lessons. Generally the first lesson begins with the whole class watching the introduction, beginning to explore the house, and sometimes working on one of the problems together. The class then split into smaller groups with typically two to six students. These groups are loosely in competition with each other and take turns to use the equipment, saving their position in the game on a floppy disc at the end of each session. Work on the problems then continues in groups away from the machine; the majority of problems can be written down and worked on in this way. Most teachers gave three or four lessons (of about an hour each) solely on this work, followed by further time for groups of students to continue, in parallel with other work.

Several teachers reported that WSTDP generated considerable interest and involvement from students. A teacher working in an inner city school was particularly enthusiastic and wrote 'I. . . it has kept first year classes busy for two weeks worth of lessons plus countless hours of homework. Their percentage attendance has been up, they have been racing to the Maths Department, have worked together, been prepared to stay in at breaks. . ." Another teacher noted that interest in the game was not strongly related to ability. Some students who normally played a minimal role in mathematics lessons showed strong motivation and persistence.

Group work on problems is common. We have seen a lot of well focused discussion and co-operation on difficult tasks, for example, in a code breaking activity, where different students in the group took responsibility for recording different types of information.

Occasionally groups of students will trade answers and methods with other groups. Some teachers we talked to, saw this as integral to the materials and quite acceptable, although trading methods was seen as more valuable than trading answers. The material is designed so that some answers change whenever a new group starts to play. In contrast to this, we have seen students who have been doggedly insisted in solving a problem for themselves, even though others in their group have already solved it.

Teachers have usually chosen to use the module with year 8 students (13 year olds) in the upper half of the ability range. Lower ability students show considerable interest and willingness to try the materials but can find the problems too difficult. Usually students are given a free choice of which problem to work on, but with less able students, teachers report there is a danger that they will choose one that is too hard for them.

For teachers, a serious management problem is to control the access to one set of equipment by many groups. Some teachers drew up a timetable, often including break times and lunch times, as well as lessons. But even with this it could take many weeks for every group to work through the game. One unusual strategy was to divide the class into just two groups, giving half the machine time to each group. The same teacher created her own worksheets that detailed the problems in the game, in order to encourage work away from the machine. One consequence of this was that sometimes students would meet a problem on a worksheet before they


encountered it in the game. Although this is not ideal, it was an effective solution to making use of limited resources.

The level of computer literacy in all classes was such that no serious problems were noted in controlling the software. One teacher noted that he had only to say 'Go and find the pig problem' was an adequate instruction to get a group of students to switch on the equipment, load the correct laservision disc, boot up the software, run WSTDP, and search for a pig.

Some World of Number modules are fairly easy to integrate into the existing programme of classroom work. But this is not true of WSTDP. It takes a long time and raises mathematical issues in an almost random way which makes it difficult to link to other teaching at the same time. Despite this, teachers were enthusiastic about it.

Discussion

This paper focuses on the three modules which the teachers chose to use most often in lessons. By doing this, there is perhaps a danger of belittling the significance and interest of lessons with the other materials. However, work with these three modules often raised similar issues of lesson design and management observed with the others, and so they can be seen as moderately representative.

Are the styles of teaching and learning observed here similar to work with computers in mathematics classrooms, or do the extra capabilities of multimedia lead to styles that are new and different? If we consider the broad format and approach of lessons, it is not difficult to find close similarities between these lessons and mathematics lessons with computers. The differences seem to occur in the details where multimedia presentation does sometimes lead to different ways of working. Following an extensive programme of observation of mathematics lessons with computers, Phillips (1988a,b) described four styles of lesson which seemed to recur across different ages, ability levels and mathematical content. The four were called:

the explore - create - explore lesson,; the problem posing - problem Subilzg lesson; the do - reflect lesson; the explore at the computer - explore awayfrom the computer lesson.

There is a good match between three of these categories and work with the three modules described.

Numerical Labyrinths generated work that was very similar to some of the most widely adopted computer activities in UK classrooms where students use software to design and create something original. It is a typical explore - create - explore lesson.

Who Stole the Decimal Point? follows an established tradition of using games as a vehicle for mathematics problem solving work. The organisation closely follows the pattern of a problem posing -problem solving lesson.

The work with Number Games matches the structure of an explore at the computer - explore away from the computer lesson, where technology supports a starting activity which is then continued away from the machine in small


groups or individually. This is less common than the other two, but has been used by mathematics teachers with a wide range of software.

In many respects, the lessons we observed closely resembled mathematics lessons with computers. This was apparent in the different roles taken by the teacher, in the types of discussion among small groups of students, and in the relationship between activities at the machine and away from the machine.

The evidence from this study does not support the contention that multimedia leads to radically new ways of teaching and learning. Most of what was observed has close similarities with learning styles frequently observed with computers. Nevertheless there are differences which, in time, may prove to be of considerable educational importance. Here are some points which seem to distinguish lessons with multimedia from lessons with computers: 1. with multimedia there is an apparent pressure away from the general

and towards the particular; 2. different ways of working were noted as a consequence of different ease

of access to multimedia and computer equipment; 3. the facility to show real people on the screen appears to be important in

offering role models; 4. the superior audio-visual presentation generates interest and

involvement.

1.

Much of the content of mathematics is highly generalisable. For example, a result like Pythagoras's Theorem is true for every possible right-angled triangle. Mathematics software can cope only with a finite number of instances, although these are often very large and give the user a feeling for mathematical generality. For example, Cabri Gh&re and similar geometric packages, allow you to experience how the same geometric theorem applies to figures that vary greatly in shape and size. In contrast, multimedia presentation often makes use of clips of film and photographic images which inevitably focus on particular instances of a mathematical result or problem. Here its strength is in presenting an example in a way which is vivid and often entertaining. Afterwards, teachers of mathematics have little difficulty in building on this and taking their students on to more general cases.

Away from the general and towards the particular

2. Access to equipment

It is evident that the number of machines available to a class will affect the way that they are used. Some of the activities we saw were reminiscent of those which were more common 10 years before when only a single computer was available to a class. For example, we saw lively whole-class discussions about mathematical problems which the class had viewed together on a large screen. Now that small group and solitary computer use is much more common, this kind of activity is quite rare in classrooms.


We must assume that this aspect of multimedia use is likely to change as access to the equipment becomes easier, although it would be dangerous to assume it will necessarily follow the same pattern that has occurred with computer use.

3.

The facility to show real people on the screen appears to be important in offering role models to students. We did not set out to collect data on this and it is hard to measure, but there were a number of indications that this was important.

When students were interviewed about the style of presentation used in Number Games, several of them commented that they took more interest in mathematical problems posed by somebody of their own age group, rather than by an adult presenter. We noted several instances where real students appeared to copy the behaviour of students on the screen who were solving problems in Number Games. In the classroom, we saw much lively small-group discussion and interaction, to an extent that is unusual in a mathematics lesson, and which appeared to be modeled on the behaviour of the students on screen. In one presentation, the students on screen sit on the floor to work with materials. This behaviour was copied exactly in one classroom we observed.

0 In Ways of Calculating (one of the modules not reported in this paper) students in the classroom watch and criticize mathematics work being done by students on screen. The class discussion we observed was often at a personal level where the students on screen were attacked or defended almost as if they were present in the class.

More precise data on this is needed, but our informal observations suggest that multimedia can deliver some important messages for mathematics educators who are often keen to portray mathematics as an open, inquiring subject that anyone can enjoy and succeed at.

People on screen as role models

4.

The impact of video was often apparent at an affective level: for example, in gaining students' interest through telling a story, or by showing people on screen who they identified with. The soundtrack - both music and speech -appeared to play an important role in this. These affective aspects of video are of some importance, particularly in a subject like mathematics which is often disliked by students.

In interviews, teachers frequently mentioned the motivational and emotionally-loaded aspects of the materials and saw these as a valuable aid to delivering the mathematics curriculum. It is not easy to measure the influence of motivational factors on students' performance and on teachers' choices of materials. Educational researchers tend to shy away from such irrational forces and prefer to concentrate on cognitive factors.

Motivation and the audio-visual presentation


Conclusions

This study was based on a small sample of 14 volunteer teachers, and while the materials were diverse in style, they cannot be said to be representative of all multimedia materials used in mathematics teaching. Therefore some caution is needed in drawing conclusions.

In the classroom, multimedia resources are an important development but we have found no evidence that they lead to radically new ways of teaching and learning. Instead they appear to be a natural continuation of the rapid evolution of ideas for teaching with computers that took place during the 1980s.

Technology is moving on and many new computers offer multimedia facilities as standard including the ability to play back video from CD-ROM discs. It seems likely that any remaining distinctions between 'multimedia' and 'computers' will blur over the next few years.

Acknowledgments

We would like to thank our colleagues in the Shell Centre for making this work possible. We gratefully acknowledge the help and support of the schools and teachers who took part in this study. We would particularly like to thank Sean Baxter, Alison Bishop, Chris Dykes, Judith Hall, Jan Jones, Richard Kelly, Richard Peacock, Julie Reilley, Martin Roscoe, Fay Rumley, Bill Sheffield, Melvin Sowerby, David Sutton and Julian Thorn.

References

Atkins, M. & Blissett, G. (1989) Learning activities and interactive videodisc: an exploratory study. British Journal of Educational Technology, 20,1,47-56.

Barker, J. & Tucker, R.N. (1990) The Interactive Lenrning Revolution. Kogan Page, London.

Hudson, B. (1990) Interactive video in the mathematics classroom. Mathematics in School, 19,1,47.

Phillips, R.J., Burkhardt, H., Coupland, J., Fraser, R. & Ridgway, J. (1984) The future of the microcomputer as a classroom teaching aid: an empirical approach to crystal gazing. Computers and Education, 8,1,173-177.

Phillips, R.J. (1988a) Four types of lesson with a microcomputer (part 1). Micromath, 4,1,35-38.

Phillips, R.J. (198%) Four types of lesson with a microcomputer (part 2). Micromath, 4, 2, 7-11.

Shell Centre for Mathematical Education, New Media Productions and the English National Curriculum Council (1993) The World of Number: An Interactive Vidpo Resource for Teaching Secondary Mathematics. New Media Press, London.

Sowerby, M. (1992) Using interactive video. Micromath, 8,3,8-10. Steadman, S., Nash, C. & Eraut, M. (1992) NCET CD-ROM in schools scheme: evaluation

Straker, N. (1988) Interactive video: a cost effective model for mathematics and report. NCET, Coventry.

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Documents

Multimedia resources In the mathematics classroom