Marva Allen, Bermuda's exemplary Education Officer of Mathematics, believes in the benefits of B.TEC and her role has been to identify opportunities within the curriculum for technology applications.

As a capable leader and the Education Officer, since 1996 to the present, she is responsible for the design and development of many aspects such as:

Mathematics curricula;

content and performance standards;

assessments schemes and instruments;

professional development for teachers;

4 research and evaluation of mathematics instruction and learning.

She is a talented leader who has an extensive educational background with several impressive degrees starting with her Bachelor of Science degree (major in mathematics and a minor in chemistry) from Dalhousie University in Halifax, Canada.

She attended London University, London and obtained her Post Graduate Certificate in Education, Queens' University, Canada - Masters in Education (Curriculum Development and Design) and University of Exeter, Exeter - Masters in Mathematics Education.

Her professional affiliations include:

National Council of Teachers of Mathematics (NCTM) - member of The Academy Services Committee (TASC) an advisory body for professional development (face-to-face and virtual academies), National Council of Supervisors of Mathematics (NCSM), Bermuda Council of Teachers of Mathematics (BCTM) (Treasurer), Association for the Supervision of Curriculum Development (ASCD), Phi Delta Kappa (PDK).

When asked why she chose education as a career she said:

"I pursued a career in education because I enjoy sharing information and assisting others in understanding concepts and applying them in the context of realistic situations. I choose mathematics because of the logical reasoning and the usefulness of the subject matter, first as a skill for daily living and secondly as a means to understand and improve the conditions of our world."

She believes that technology and mathematics education are vital in today's world. In the mathematics classroom, technology tools influence what is taught and they enhance students' learning. Calculators and computers are essential tools for teaching, learning and doing mathematics. They are most useful in providing visual images of mathematical ideas and they facilitate the organisation and analysis of data.

"When technology tools are used, students can focus on decision making, reasoning, reflecting, connecting ideas and problem solving. Along with the ability to compute, these are essential mathematical skills and processes. An example of how students and others can use graphing calculators or computer applications to affect decisions is when determining which cellular phone service is the least expensive.

"Students are able to create graphs depicting the increase in cost as the number of calls increase. The students will realise the impact of accruing credit card debt. By means of a spreadsheet our students are able to illustrate how much a debit will increase if only the minimum amount is paid per month. Teachers have found that the use of technology tools supports effective mathematics teaching of all students including the engagement of those with challenges," she said.

The technology initiative embraces the design of appropriate curricula and the professional development of teachers. Her role has been to identify opportunities within the curriculum for technology applications and to coordinate professional development opportunities for teachers of mathematics she explained.

"Dr. Joe Garofalo and his team of students from the Curry School of Education at the University of Virginia are working with senior and very recently, middle school teachers of mathematics. The goal is to equip teachers so that they can use technology tools to develop, enhance and expand students' understanding of mathematics.

"The workshops are help on assigned professional development days and Saturdays. In 2001 a group of senior schoolteachers participated in a weeklong session at the University of Virginia. This included visits to senior and middle schools where they observed the infusion of technology and mathematics instruction," said Ms Allen.

The students realise the importance of using technology tools to assist the learning process. Since the shift in mathematics education relies upon students working at higher levels of generalization and abstraction the visual displays have enhanced their understanding of complex concepts.

"Students have found that the tools provide a means for them to examine and analysing real data without spending a great deal of time computing with large numbers. The dynamic geometry software allows them to experiment with geometric objects and transformations. The students are better equipped to engage in applying problem solving strategies to real life issues."

When asked about B.TEC's future she said that providing students with access to technology facilitates mathematics learning and prepares young Bermudians to be competitive in a technological community.

She feels that the B.TEC initiative must be ongoing in order to keep pace with and to meet the demands of advances in technology.

"At the moment the focus is on integrating technology into the middle and senior school mathematics programmes. It is anticipated that primary school teachers will soon be given the opportunity to enhance their computer and calculator skills," concluded Ms Allen.