Revealing Significant Learning Moments with Interactive Whiteboards in Mathematics

Abstract

The aim of this study was to identify when and how the interactive whiteboard (IWB) functioned as a productive tool that impacted student learning in mathematics. Using video data, field notes, and interview transcripts from 1 school year in two optimal case study classrooms, we were able to examine the unique opportunities afforded by the size of the IWB screen, the manipulation of virtual objects onscreen, and related communication using gestures. We: (i) established criteria for defining "significant learning moments"; (ii) assessed these significant learning moments to determine how the interactive whiteboard was supporting the learning; and (iii) isolated the use of gesture during IWB use to magnify the grain size of our analysis and understanding. The data fell into three types of IWB use: productive (89%), reproductive (2%), and problematic (9%). The study recommends that in order to best support student learning, professional development for teachers should emphasize direct and active student use of the IWB to engage students in inquiry of mathematics.

Interactive Whiteboards in Mathematics Teaching: A Literature Review

“…Some of the studies are especially interesting in that they analyse the features of enhanced IWB learning environments and in proposing the design of a new pedagogy [6,13,31,33,35]. Some other studies [9,29] lack a clear observation and analysis framework, and this issue might limit conclusions made from the observations. Generally, the methodological design of the case studies is quite varied.…”

“…Mathematics has always been, and is still, a subject of considerable importance in schools; it is also a subject in which educational technologies are frequently employed, in part because the teaching of mathematic topics may greatly benefit from multiple representations and animations, and in part because a great deal of software for mathematics instruction is available [8]. As reported by different authors, in the UK, USA, Canada, Australia, and other countries, IWBs are increasingly being used in mathematics instruction both in primary and secondary education [9][10][11][12]. In 2005, a national survey in England found that nearly half of all primary school teachers (49%) had already made use of IWBs in their mathematics teaching; in secondary schools, 77% of mathematics teachers used IWBs in their lessons [13].…”

“…Finally, Bruce et al [9] conducted two case studies in Ontario (Canada), in mathematics classrooms with teachers of children aged 10 to 12, collecting data during 8 months. Their aim was to identify how and why the IWB was a productive tool that impacted student learning in mathematics.…”

Preferences and Attitudes for Using Interactive Whiteboards in Different Courses and Learning

“…Teachers 65 37 28 --37 28 Students 1013 532 481 504 508 440 573 including general information items for teachers and their experience in using IWBs and 33 statements with Likert-scale response and ranking general attitudes and preferences of teachers' related the IWB. Part one includes the following subjects with fourteen (14) items in details such as time of experiences, types of teaching school, using the IWB, computer literacy, and using characteristics of IWB.…”

New opportunities in geometry education at the primary school

“…In contrast to older software, such as Logo-based programming, which require numerical and/ or symbolic input, or older mouse-and keyboard-drive hardware input, which can present motor dexterity challenges, newer touchscreen and multi-touch environments can greatly facilitate mathematical expression. Research has recently shown how new digital technologies that promote visual and kinetic interactions can help support the teaching and learning of geometry (Battista 2008;Bruce et al 2011;Clements and Sarama 2011;Highfield and Mulligan 2007;Sinclair, de Freitas and Ferrara 2013;Sinclair and Moss 2012). These new technologies are already challenging assumptions about what geometry can be learned at the early primary school level; they are also showing that long-assumed learning trajectories might change drastically if geometry becomes a more central component of the curriculum.…”