Contents -- Acknowledgements -- List of abbreviations and glossary -- Introduction -- CHAPTER 1 Why bother using ICT? -- 1.1 Chains of reasoning -- 1.2 What sort of mathematics might be involved, and how can ICT help? -- 1.3 Getting started using ICT in mathematics teaching -- CHAPTER 2 What hardware is out there? -- 2.1 Introduction -- 2.2 Stand-alone and laptop PCs -- 2.3 Networked PCs -- 2.4 Ultra-mobile personal computers -- 2.5 Graphing calculators -- 2.6 Whole-class displays -- 2.7 Data-capture devices -- 2.8 Printers -- 2.9 The educational context -- CHAPTER 3 What software is out there? -- 3.1 Introduction -- 3.2 'Small programs', manipulatives and applets -- 3.3 Programming languages -- 3.4 General purpose software: word-processors, add-ins, spreadsheets -- 3.5 Graphing calculators (GCs) -- 3.6 Mathematics-specific software -- 3.7 Data-capture software -- 3.8 Multimedia tools -- 3.9 Internet resources -- 3.10 Summary -- CHAPTER 4 How to plan effective use of ICT -- 4.1 Using ICT in the secondary mathematics classroom -- 4.2 Training needs - Expected Outcomes -- 4.3 Analysing effective use of ICT: case-studies -- CHAPTER 5 How to choose appropriate ICT for your curriculum -- 5.1 Introduction -- 5.2 Number -- 5.3 Algebra -- 5.4 Geometry -- 5.5 Statistics and modelling -- 5.6 Links with other subjects -- 5.7 More advanced mathematics -- CHAPTER 6 Why integrate ICT into mathematics teaching and learning? -- 6.1 Three possible reasons -- 6.2 Reference to reasearch from home and abroad -- CHAPTER 7 Where is it all going? -- 7.1 ICT, society and the world of work -- 7.2 Implications for education and the curriculum -- 7.3 Mathematics and technological development -- Appendix -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y.