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The Potential of ICT in Mathematics Teaching and Learning Conference - Speech by the Rt. Hon. Jim Knight MP

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 07 April 2008 by ncetm_administrator
Updated on 24 April 2008 by ncetm_administrator
The Potential of ICT in Mathematics Teaching and Learning Conference  
The Potential of ICT in Mathematics Teaching and Learning Conference
This national NCETM event took place on Wednesday 12th March 2008 in London and showcased the work of teachers using ICT in mathematics and explored the potential of ICT to raise standards, widen access to mathematical ideas, expand opportunities and narrow the gap in achievement across mathematics. 

Conference Article - Speech by the Rt. Hon. Jim Knight MP

In 1863 Jules Vernes’ book “Paris in the 20th Century”, predicted the use of the internet for communication and travelling on high speed trains.  The book, written in 1863 was only published in 1994 after the lost manuscript was found in 1989.

The Minister asked the audience to think about the future impact of ICT for the teaching of mathematics and where this could possibly take us.

Today technology offers everyone the chance for “ … a greater exchange of ideas” and, for teachers in particular, the possibility to realise talent in every learner. 

It therefore follows that ICT can “enthuse more students about mathematics.”

Jim Knight MP also recognised that high quality teachers are the only way that standards in mathematics will be improved.  So, he thanked everyone for their hard work in developing mathematics education and Celia particularly for her leadership of this cause. 

The next phase remains a significant challenge:
  • Every citizen is engaged with mathematics at some level.
  • Employers need basic skills.
  • The employment rate for adults with no basic skills is below 50%.
  • There is a need to cultivate professionals at the highest level who understand mathematics.
  • Schools are bursting with talent.
  • Having raised standards in schools this needs to translate into successful performance in the International Arena.

Technology has an increasingly important role to play.  89% of 11 – 15 year olds use the internet.  92% of employers are satisfied with young people’s ICT skills.

Technology empowers people to discover for themselves.

It enables people to go at different speeds.

The government understands that it is important to improve access to technology in the home.  Currently 1 million children have no access to ICT in the home.  The aim is to use technology to support the ‘Personalised Learning Agenda’.

Technology can also support Professional Development for teachers.  The NCETM has a major role to play with other partners in supporting this aim.  The NCETM has just created a Personalised Learning Space on the NCETM Portal for all teachers involved in mathematics education.

Jim Knight MP concluded his speech by launching the new Personalised Learning Space on the NCETM Portal and inviting participants to use some time during the day to take a look at what is on offer there.

 Click here to view the video of Jim Knight’s speech.

You may also be interested in reading the article on the Economist Website that highlights the importance of mathematics in society today. 

 Click here to read more.


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Main Article
Presentations by
Prof. Celia Hoyles - Article / Video / Biography
Jim Knight MP - Article / Video / Biography
Dr Roschelle - Article / Video / Biography
Prof. Hilary Povey - Article / Video / Biography
Peter Hamilton - Article / Video / Biography
Plenary - Stream Reports - Video
Closing Statement - Video
A1, A2, A3, A4, A5, A6, A7
B1, B2, B3, B4, B5, B6, B7, B8, B9
C1, C2, C3, C4, C5, C6, C7

Video Montage - Summary of the day by video


Conference Articles - Read articles about each presentation


Workshops - Summary of each workshop


ICT in Mathematics Community - Share your thoughts & ideas


Exhibitors - Find out more


Photo Gallery - View a collection of images from the day


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