Interactive Video in the Mathematics Classroom

Abstract

The integration of interactive video (IV) into the mathematics classroom will not be achieved easily. If it is to succeed then one fundamental question must be answered, namely: How can IV justify its existence in the classroom of tomorrow? This paper will attempt to answer this question. It will show how a harmony between technology and what some would argue is the most important subject in the school curriculum — mathematics — can be achieved, thereby equipping our children with the tools to explore mathematics in a realistic way. In order to address this issue, it is necessary to trace the development of mathematics teaching in England and Wales throughout the last few years and, in so doing, to ascertain where within the subject there is a need for this latest technology.