b. Managing Learning in the Classroom

If pupils are not used to discussion in mathematics lessons, either as a full class or in small groups, it will be important to set ground rules first. These should include:

• No shouting out (full class).
• Make sure that everyone gets a chance to contribute (small groups).
• Listen carefully to all contributions.
• No put downs - if you think that a particular suggestion is poor, then ask the person to explain why they think it's a good idea.

Enforce these rules rigorously on behalf of the class.

When you ask an open question, it is important to give pupils a chance to think individually first, so that the less confident ones can formulate their ideas privately. When taking suggestions from the class in a "brainstorm", accept all suggestions initially, and then ask the class to focus on the ones which will provide good data for analysis. Guide their thinking carefully so as to include mainly numeric variables, which can be compared using averages, and for which correlation can be investigated. Nominal data (ie. it falls into classes, such as "gender", "sport played" or "favourite type of sandwich") may be included, but should be carefully selected if any worthwhile hypotheses are to be generated.

They should be chosen to have a limited range of responses so that an average for a numeric variable can be calculated for each class, or so that the distribution of frequencies for another nominal variable can be compared by producing a bar chart for each class - illustrate with examples. Pupils' thinking can be focused using questions such as:

• What sort of answer would you get for that?
• How many different responses might you get?
• What would that tell you about how healthy their lifestyle was?
• Why would you want to compare people's… (eg. height, eye colour, favourite pop group)?
• Which of these suggestions for nominal data do you think should be accepted for inclusion in the questionnaire?
• Could any of them be improved?
• How would you suggest phrasing a question in order to ensure that responses fall into a manageable number of classes?

During group discussion, careful management is needed to ensure that each group produces an outcome. Convey a sense of pace by setting time limits, appoint a note-taker in each group and ensure points are recorded, monitor their discussion and intervene to ask questions which help them organise their thinking:

• What do you want to find out?
• Which ideas will be most effective? Highlight them.
• What do you plan to do? Have you written it down?
• Are you getting anywhere? Could you try a different idea?
• What have you found out? Have you written it down?

In this project, it is necessary to deal with issues of individual privacy. Responses should be kept anonymous for ethical reasons, and it would actually be illegal to set up a database, which identifies names unless it is registered with the Data Protection Registrar. Some questions may need to be rejected as being too intrusive. It is likely that issues will arise - concerning alcohol, drugs, etc. - over which you should consult with the PSHE co-ordinator if you are not confident about the school's policies or about handling sensitive issues with the group of pupils concerned.

At the end of the project, review with the class what they have learned in:

• Mathematics
• IT processes and techniques
• The value of IT for the work

Generally, then, you have a number of issues to consider in managing learning with ICT:

• The mixing of abilities when you set pair or group work.
• The arrangement of people in the room, including yourself.
• Keeping on top of intervention, and ensuring that all pupils get equal attention.
• Managing a room full of pupils waiting to use ICT to learn when the power fails.

c. Helping Learners Develop their own IT Capability