How to integrate ICT in Teaching Maths

Online Professional Development Workshop | Primary Education | Mathematics

Short Workshop Description

Discover how to integrate digital technologies purposefully into primary mathematics teaching. Develop the confidence, knowledge and practical strategies to strengthen students' mathematical understanding, numeracy, problem-solving and higher-order thinking while progressively developing their ICT capability.

Workshop Overview

Digital technologies offer valuable opportunities to transform how students explore, understand and apply mathematical ideas. From investigating number patterns with spreadsheets to exploring geometric relationships using interactive tools, ICT can help students visualise abstract concepts, test predictions, solve problems and communicate their mathematical reasoning.

However, effective ICT integration involves more than introducing mathematics apps, digital games or interactive resources. It requires teachers to make informed decisions about when, why and how technology can enhance mathematical learning, while ensuring students continue to develop essential mathematical knowledge, understanding and skills.

This professional development workshop explores the pedagogical knowledge, teaching strategies and practical approaches needed to integrate ICT meaningfully into primary mathematics. Drawing on educational research and classroom examples, educators will investigate how to plan technology-supported learning experiences, select appropriate digital tools, differentiate instruction, scaffold mathematical thinking, monitor student progress and assess both mathematical understanding and ICT capability.

The workshop also recognises that teachers work in different classroom environments, with varying levels of technological experience, student needs and available resources. It encourages educators to build on their existing teaching practices and develop manageable, sustainable approaches to ICT integration.

The aim is to help teachers become confident, capable and reflective practitioners who use digital technologies to strengthen mathematics teaching and learning, rather than allowing technology to determine how mathematics is taught.

1. Learning Outcomes

Through this workshop, educators will develop the professional knowledge and practical understanding to:

• Understand how ICT can enhance mathematical understanding, numeracy, reasoning and problem-solving.

• Recognise the relationship between effective ICT integration, mathematical learning and students' developing ICT capability.

• Strengthen their technological, pedagogical and mathematical content knowledge to make informed teaching decisions.

• Plan purposeful mathematics learning experiences that incorporate appropriate digital technologies.

• Select and evaluate ICT tools according to their mathematical purpose, learning benefits and limitations.

• Use digital technologies to support mathematical investigation, visualisation, representation and communication.

• Apply effective teaching strategies, including modelling, questioning, scaffolding, differentiation and timely intervention.

• Encourage higher-order thinking, metacognition, collaboration and independent problem-solving.

• Monitor and assess students' mathematical understanding and ICT capability.

• Critically evaluate their existing mathematics teaching practices and identify opportunities for improvement.

2. Topics Covered

Learning Area 1 — Understanding ICT Integration in Mathematics

Explore what effective ICT integration means and how technology can support mathematical learning.

Begin by examining the relationship between mathematics, numeracy and ICT capability. Consider how digital technologies can help students investigate mathematical ideas, explore relationships, represent information and develop understanding through meaningful classroom activities.

Explore the distinction between learning from technology, where digital resources provide instruction, demonstrations or practice, and learning with technology, where students actively investigate, construct, test and communicate mathematical ideas.

Consider how different approaches can serve different learning purposes, and why the educational value of ICT depends on the mathematical objectives, the teaching strategies used and the decisions students make during learning.

Key areas explored:

• The role and educational value of ICT in primary mathematics.

• The relationship between numeracy, mathematical reasoning and ICT capability.

• Learning from technology and learning with technology.

• Using digital tools to support conceptual understanding and mathematical investigation.

• Recognising the opportunities and limitations of technology.

• Understanding when ICT adds value and when other teaching approaches may be more appropriate.

Learning Area 2 — Developing Teacher Knowledge and Planning for ICT Integration

Strengthen your professional confidence and learn how to plan meaningful mathematics experiences with ICT.

Explore the knowledge teachers need to integrate digital technologies effectively, including the relationship between mathematical content, teaching strategies and technological knowledge.

Consider how the Technological Pedagogical Content Knowledge (TPACK) framework can inform decisions about selecting digital tools, planning mathematics activities and responding to classroom learning needs.

Examine how to establish clear mathematical learning intentions, identify opportunities to develop ICT capability, recognise students' prior knowledge and plan for progression.

Investigate how to integrate ICT within existing mathematics programs rather than treating technology as an additional or disconnected activity.

Key areas explored:

• Developing teacher ICT confidence and professional competence.

• Understanding the relationship between technology, pedagogy and mathematical content.

• Evaluating existing mathematics teaching practices.

• Planning for mathematical understanding and ICT capability.

• Selecting appropriate teaching strategies and resources.

• Planning for different classroom technology arrangements.

• Sequencing learning experiences and supporting student progression.

Learning Area 3 — Selecting and Using Digital Technologies for Mathematics Learning

Discover how different ICT tools can help students explore, investigate and communicate mathematical ideas.

Explore the educational possibilities of familiar and specialised digital technologies, with an emphasis on how their features can support mathematical learning rather than simply how to operate them.

Investigate how spreadsheets can be used to explore number patterns, perform calculations, organise information and analyse data. Consider how digital geometry tools, graphics software and interactive representations can support investigations involving shapes, measurement, position and spatial relationships.

Examine the potential of calculators, databases, programmable technologies, digital images and other resources to support meaningful mathematical investigations.

The focus is on selecting tools that help students actively engage with mathematical concepts while developing their ability to make informed technological decisions.

Key areas explored:

• Evaluating the educational suitability of mathematics software and digital resources.

• Using spreadsheets to investigate patterns, calculations and numerical relationships.

• Collecting, organising, representing and interpreting data.

• Exploring geometry, measurement and spatial concepts with digital tools.

• Using interactive representations and virtual manipulatives.

• Supporting mathematical communication through digital presentations and representations.

• Selecting technologies that encourage investigation, creativity and independent problem-solving.

Learning Area 4 — Effective Teaching Strategies for Mathematics with ICT

Learn how to guide, support and challenge students during technology-integrated mathematics activities.

Explore the teaching strategies needed to ensure digital technologies contribute meaningfully to mathematical learning.

Investigate how modelling, demonstration, scaffolding and effective questioning can help students understand mathematical concepts and develop the ICT knowledge needed to complete learning activities.

Examine how teachers can monitor students' mathematical thinking, recognise difficulties and decide when to intervene, provide guidance or encourage independent exploration.

Consider how differentiated instruction can support students with different mathematical abilities, learning needs and ICT experiences, and how collaborative investigations can encourage students to explain and justify their reasoning.

Key areas explored:

• Applying effective questioning and mathematical discussion.

• Modelling mathematical and ICT processes.

• Scaffolding learning and providing appropriate teacher intervention.

• Differentiating mathematics activities according to students' needs.

• Encouraging collaboration and mathematical communication.

• Developing higher-order thinking and metacognitive strategies.

• Supporting students' independence and informed decision-making.

• Balancing mathematical learning with the development of ICT capability.

Learning Area 5 — Developing Mathematical Problem-Solving and ICT Capability

Explore how students can use technology as a tool for mathematical thinking, investigation and problem-solving.

Investigate how ICT-supported activities can provide opportunities for students to explore mathematical problems, test predictions, identify patterns, compare solutions and communicate their reasoning.

Consider how digital technologies can make mathematical relationships more visible and enable students to investigate possibilities that may be difficult or time-consuming using traditional methods alone.

Examine the importance of helping students decide when technology is appropriate, which digital tools to select and how to apply their ICT knowledge effectively.

Explore how these decisions contribute to developing students' higher-order thinking, metacognitive awareness and ICT capability.

Key areas explored:

• Designing open-ended mathematical investigations.

• Using ICT to explore patterns, relationships and mathematical representations.

• Developing mathematical reasoning, problem-solving and justification.

• Encouraging students to select and evaluate mathematical strategies.

• Supporting metacognitive thinking and reflection.

• Developing ICT techniques, processes and conceptual understanding.

• Promoting student independence in the purposeful use of technology.

Learning Area 6 — Assessing Learning and Improving Mathematics Teaching with ICT

Develop practical approaches to assessing students' learning and evaluating the effectiveness of ICT integration.

Explore how formative assessment can help teachers identify students' mathematical understanding, monitor their use of ICT and make informed decisions about future teaching.

Investigate the importance of observing students' learning processes rather than relying solely on completed digital work. Consider how questioning, classroom discussion, student explanations, work samples and structured observations can reveal mathematical reasoning, technological understanding and independent decision-making.

Examine how teachers can distinguish between mathematical difficulties and ICT-related challenges, and how assessment evidence can inform differentiated support and future planning.

Reflect on how professional inquiry and classroom experience can help teachers refine their use of digital technologies and develop more effective mathematics teaching practices.

Key areas explored:

• Assessing mathematical understanding and developing ICT capability.

• Using formative assessment to identify learning needs and progression.

• Observing students' mathematical reasoning and ICT processes.

• Gathering evidence through questioning, discussion and digital work samples.

• Recognising higher-order thinking and independent decision-making.

• Identifying when technology supports or limits mathematical learning.

• Using assessment evidence to inform teaching decisions.

• Evaluating and improving ICT-integrated mathematics activities.

3. Applying Learning to Practice

Understanding how ICT can support mathematics is an important starting point. Developing the confidence and professional judgement to apply that understanding in everyday teaching is where meaningful professional growth occurs.

Through the Academy's Theory into Practice approach, members are encouraged to connect their learning with their existing mathematics programs, classroom experiences and professional goals.

You can:

• Investigate your current teaching practices: Identify how you currently use digital technologies in mathematics and consider whether they support mathematical understanding, investigation and student independence.

• Explore professional questions: Use the Wisdom AI Search Tool to investigate specific questions about ICT integration, mathematics pedagogy, digital tools, differentiated instruction and assessment.

• Apply manageable teaching strategies: Select a mathematical learning objective and trial an appropriate digital tool or teaching strategy within an existing lesson.

• Observe and evaluate student learning: Consider how students use technology to investigate mathematical ideas, explain their thinking, solve problems and make decisions.

• Develop your professional confidence: Build on familiar technologies and gradually extend your knowledge and teaching strategies.

• Engage in critical reflection: Use the Membership Workbook to reflect on your teaching decisions, student learning experiences and opportunities for improvement.

• Learn with other educators: Participate in Academy Community discussions, share successful mathematics activities and learn from the classroom experiences of other teachers.

The emphasis is on developing your teaching practice progressively, using evidence, professional reflection and classroom experience to guide your decisions about ICT integration.

4. What Will You Learn?

This workshop will help you understand how to make digital technologies a purposeful part of primary mathematics teaching, rather than simply using ICT to deliver activities, practise calculations or increase student engagement.

You will explore how to combine mathematical content knowledge, effective teaching strategies and technological understanding to design learning experiences that help students investigate concepts, solve problems and communicate their reasoning.

You will learn how to select and use appropriate digital tools, including spreadsheets, databases, digital geometry resources and interactive representations, to support mathematical understanding across different curriculum areas.

You will also investigate how to differentiate learning, apply effective questioning and scaffolding, support higher-order thinking, monitor student progress and assess both mathematical understanding and developing ICT capability.

Importantly, you will develop a stronger understanding of when technology can improve mathematical learning, when it may be unnecessary and how to make informed decisions that respond to your students and classroom context.

5. Who Is This Workshop For?

This workshop is designed for:

• Primary classroom teachers seeking to integrate ICT more effectively into everyday mathematics lessons.

• Primary mathematics and numeracy teachers interested in developing mathematical understanding, reasoning and problem-solving through digital technologies.

• Early-career teachers building confidence and competence in teaching mathematics with ICT.

• Experienced teachers seeking to evaluate and strengthen their existing mathematics teaching practices.

• Mathematics and numeracy coordinators supporting colleagues in developing effective technology-integrated teaching approaches.

• Pedagogical leaders seeking to support educators in strengthening mathematics teaching, developing ICT capability and applying purposeful digital pedagogy.

• Curriculum leaders interested in improving mathematics teaching and supporting meaningful ICT integration across year levels.

• ICT coordinators and digital learning leaders supporting teachers in integrating digital technologies into mathematics programs.

The workshop is suitable for educators with different levels of ICT experience. You do not need to be a technology specialist to begin developing more effective approaches to ICT integration.

6. Australian Professional Standards for Teachers (APST)

This workshop supports professional learning relevant to the following Australian Professional Standards for Teachers at the Proficient Teacher career stage.

These alignments reflect the workshop's emphasis on mathematics pedagogy, numeracy, purposeful ICT integration, differentiated instruction, planning, assessment and professional improvement.

7. Continue Your Professional Learning

Ready to make ICT a more meaningful part of your mathematics teaching?

Imagine what you could achieve in just 90 days!

Join the ICT in Education Teacher Academy and begin a professional learning journey shaped by your own teaching questions, classroom experiences and professional goals.

Whether you want to improve how students investigate number patterns, develop mathematical reasoning, use spreadsheets for problem-solving or become more confident selecting digital technologies, your learning can begin with a question that matters to your teaching.

Explore evidence-informed strategies, apply practical ideas in your classroom, reflect on your experiences and learn alongside other educators through the Academy Community.

With access to online workshops, teaching resources, the Wisdom AI Search Tool and the Membership Workbook, you can continue developing your professional knowledge and confidence at your own pace.

Start with 90 days. Keep growing at your own pace.

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