As we begin a new year in Mathematics at GCC, I would like to express my sincere gratitude to Mr Neil Capps, who has faithfully led the Mathematics department for many years.
My name is Cassie McKenzie, and it is both a privilege and a responsibility I hold with great appreciation to serve as Head of Mathematics at our wonderful College. This marks my 13th year at the College, and I am grateful for the opportunity to continue contributing to a department and community that I value so deeply.
Having taught for over 20 years, I remain passionate about Mathematics – not because it always came easily to me, but because it didn’t. In my early secondary years, I found Mathematics challenging and, at times, discouraging. However, through the guidance of an exceptional teacher and access to high-quality learning resources, my confidence steadily grew. By the time I graduated, I was studying advanced Mathematics with genuine enjoyment. That journey continues to shape my heart for students: with the right teaching, structure, and resources, growth is always possible. That conviction has also led me to consider carefully what research says about how students learn best.
What Research Suggests About Technology in the Mathematics Classroom
Over the past decade, schools significantly increased technology use in classrooms. However, recent large-scale research is prompting many systems to reconsider how and when devices are used.
Research consistently shows that:
- Reading from physical books improves comprehension and retention compared to screens
- Handwriting mathematical work strengthens memory and conceptual understanding more effectively than typing
- Screen-based learning increases cognitive load and distraction
- Sustained, focused thinking – essential for deep learning – is harder to maintain on internet-connected devices
Several high-performing systems are now recalibrating. Sweden, for example, has reduced digital device use and reinvested in printed textbooks, handwriting, and foundational literacy and numeracy skills, with a renewed “back to basics” emphasis.
Mathematics particularly benefits from:
- Sequential, structured explanations
- Clear worked examples
- Written working
- The ability to move easily between examples and exercises
- Reduced digital distraction
A physical textbook supports all of these.
Our 2026 Focus: Reducing Laptop Use & Returning to Textbooks
One of our key goals this year is to reduce laptop use in Mathematics and return to structured, textbook-based learning.
At the beginning of this year, all students in Years 7–12 received new Mathematics textbooks, which will serve as our primary resource for the coming years. From 2027, we will no longer use the Cambridge Go online platform.
This shift is not nostalgic – it is research-informed.
Partnering with Families: Caring for Textbooks
We are privileged to provide high-quality textbooks for every student. As these are significant investments intended for long-term use, we appreciate your support in encouraging students to:
- Bring their textbook to every lesson
- Keep it neat and free from writing or drawing
- Protect covers and spines
- Store it safely
- Return it in excellent condition at year’s end
Well-used books are wonderful. Well-used and well-cared-for books reflect responsibility and gratitude.
Looking Ahead
Our goal is not to remove technology entirely. Technology remains a valuable tool when used intentionally. However, we are prioritising deep thinking, written reasoning, structured practice, and focused engagement in the Mathematics classroom. Cambridge Go online is still available for homework use this year, if students would prefer to keep their textbooks at school. Some classes will also be sending home worksheets. Please touch base with your child’s Math teacher if you have any questions in regards to homework.
We are excited about the direction of Mathematics at GCC this year. Early student feedback has been overwhelmingly positive, with many reporting that working from the textbook feels clearer and more manageable than navigating online platforms.
Thank you for partnering with us as we continue to strengthen Mathematics learning, building not only skill, but confidence, perseverance, and curiosity.
If you have any questions or would like to discuss Mathematics learning further, please feel free to reach out.
Happy Math-ing!
Cassie McKenzie, Head of Mathematics