Advertisement

The Interactive Whiteboard and the Development of Dialogic Interaction in the Context of Problem-Solving

  • Ana Paula CanavarroEmail author
  • Carla Sofia Pereira Reis
Chapter
Part of the Research in Mathematics Education book series (RME)

Abstract

The interactive whiteboard is a powerful technological resource that became available in most schools in the last years. However, its use has not always resulted in a transformation of class dynamics or interaction between teacher and students. To know and to understand the contributions that this technology can provide to mathematics learning are of special interest, namely, in promoting dialogic class interaction – this approach values the construction of mathematical knowledge systematized from sustained dialogue between the participants in class, based on the sharing and discussion of the mathematical work students do when solving challenging mathematical tasks such as problems. This paper focuses on the analysis of the contributions that the interactive whiteboard can provide for the development of dialogical interaction in the context of problem-solving, identifying the features of the board that can be used to support this interaction. The research was conducted in an 8th grade class (13–14-year-old students). A teaching experiment was prepared by the researchers in collaboration with the class teacher. It consisted of a sequence of six tasks developed in the context of inquiry-based teaching practices. The interactive whiteboard has proved to be a key resource in facilitating dialogic interaction, mediated by the decisive role of the teacher in promoting student dialogue. But it is not a neutral device. Of particular interest is its use in the collective discussion of problem solutions, where its multimodality and interactivity are simultaneously stimulus and support to foster student mathematical learning. Its features concerning quality written records are valuable in any phase of the lesson. Its use facilitates teacher management of whole class, namely, in what concerns the availability of materials that ease communication and the effective management of the lesson time.

Keywords

Interactive whiteboard Dialogical interaction Interactivity Problem-solving Mathematics learning 

References

  1. Ball, B. (2003). Teaching and learning mathematics with an interactive whiteboard. Association of Teachers of Mathematics (ATM). [online] [accessed on: 14/01/2013]. Available at: http://smartertechteaching.com/wp-content/uploads/2011/11/research-article.pdf
  2. Beauchamp, G., & Kennewell, S. (2008). The influence of ICT on the interactivity of teaching. Educational Information Technology, 13, 305–315. [online] [accessed on: 10/08/2011].  https://doi.org/10.1007/s10639-008-9071-yCrossRefGoogle Scholar
  3. BECTA - British Educational Communications and Technology Agency. (2003). What the research says about interactive whiteboards. Coventry: British Educational Communications and Technology Agency. [online] [accessed on: 27/12/2010]. Available at: http://partners.becta.org.uk/pagedocuments/research/wtrswhiteboards.pdfGoogle Scholar
  4. BECTA - British Educational Communications and Technology Agency. (2004). Embedding ICT @ secondary: use of interactive whiteboards in mathematics. Coventry: British Educational Communications and Technology Agency. [online] [accessed on: 31/01/2012]. Available at: http://www.drp.nl/digibord//scripts/getfile.php?id=302Google Scholar
  5. Canavarro, A. P. (2011). Ensino exploratório da Matemática: práticas e desafios. Educação e Matemática, 115, 11–17.Google Scholar
  6. Canavarro, A., Oliveira, H., & Menezes, L. (2012). Práticas de ensino exploratório da matemática: o caso de Célia. In L. Santos (Ed.), Investigação em Educação Matemática 2012: Práticas de ensino da Matemática (pp. 255–266). Portalegre: SPIEM.Google Scholar
  7. Creswell, J. W. (2012). Educational research. London: Sage Publications.Google Scholar
  8. Glover, D., & Miller, D. (2001). Running with technology: The pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school. Journal of Information Technology for Teacher Education, 10(3), 257–278. [online] [accessed on: 15/12/2010]. Available at: http://www.informaworld.com/smpp/content~db=all~content=a739086631CrossRefGoogle Scholar
  9. Glover, D., Miller, D., & Averis, D. (2005). Developing pedagogic skills for the use of the interactive whiteboard in mathematics. Staffordshire: Keele University. [online] [accessed on: 15/12/2010]. Available at: http://www.keele.ac.uk/media/keeleuniversity/fachumsocsci/sclpppp/education/interactivewhiteboard/BERA%20Paper%20Sep%202005.pdfGoogle Scholar
  10. Higgins, S., Falzon, C., Hall, I., Moseley, D., Smith, F., Smith, H., et al. (2005). Embedding ICT in the literacy and numeracy strategies. Newcastle upon Tyne: University of Newcastle upon Tyne. [online] [accessed on: 31/01/2012]. Available at: http://dro.dur.ac.uk/1899/1/1899.pdf?DDD29+ded4ssGoogle Scholar
  11. Kennewell, S., & Beauchamp, G. (2007). The features of interactive whiteboards and their influence on learning. Learning, Media and Technology, 32(3), 227–241. [online] [accessed on: 12/09/2011].  https://doi.org/10.1080/17439880701511073CrossRefGoogle Scholar
  12. Lerman, S., & Zevenbergen, R. (2007). Interactive whiteboards as mediating tools for teaching mathematics: Rhetoric or reality? In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 169–176). Seoul: PME. [online] [accessed on: 10/01/2012]. Available at: http://www.emis.de/proceedings/PME31/3/169.pdfGoogle Scholar
  13. Levy, P. (2002). Interactive Whiteboards in learning and teaching in two Sheffield schools: a developmental study. Sheffield: Department of Information Studies, University of Sheffield. [online] [accessed on: 10/01/2012]. Available at: http://dis.shef.ac.uk/eirg/projects/wboards.htm#topGoogle Scholar
  14. Mercer, N., Hennessy, S., & Warwick, P. (2010). Using interactive whiteboards to orchestrate classroom dialogue. Technology, Pedagogy and Education, 19(2), 195–209. [online] [accessed on 06/02/2012].  https://doi.org/10.1080/1475939X.2010.491230CrossRefGoogle Scholar
  15. Moss, G., Jewitt, C., Levaãiç, R., Armstrong, V., Cardini, A., & Castle, F. (2007). The interactive whiteboards, pedagogy and pupil performance evaluation: an evaluation of the schools whiteboard expansion (SWE) project: London Challenge. London: Institute of Education. [online] [accessed on: 27/12/2010]. Available at: http://www.pgce.soton.ac.uk/ict/NewPGCE/pdfs%20IWBs/The%20interactive%20whiteboard,%20pedagogy%20and%20pupil%20performance%20evaluation.pdfGoogle Scholar
  16. NCTM-National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.Google Scholar
  17. Ponte, J. (2005). Gestão curricular em Matemática. In GTI (Ed.), O professor e o desenvolvimento curricular (pp. 11–34). Lisboa: APM.Google Scholar
  18. Reis, C. (2014). O quadro interativo e o desenvolvimento da interação dialógica na aula de Matemática (Dissertação de Mestrado). Universidade de Évora.Google Scholar
  19. Ruthven, K., Hofmann, R., & Mercer, N. (2011). A dialogic approach to plenary problem synthesis. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 81–88). Ankara: PME.Google Scholar
  20. Smith, H., & Higgins, S. (2006). Opening classroom interaction: The importance of feedback. Cambridge Journal of Education, 36(4), 485–502. [online] [accessed on: 12/09/2011].  https://doi.org/10.1080/03057640601048357CrossRefGoogle Scholar
  21. Stein, M., Engle, R., Smith, M., & Hughes, E. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313–340.CrossRefGoogle Scholar
  22. Tanner, H., Jones, S., Kennewell, S., & Beauchamp, G. (2005). Interactive whole class teaching and interactive whiteboards. Proceedings of the Conference of Mathematics Education Research Group of Australasia - 28 (Melbourne), 2, 720–727. [online] [accessed on: 10/01/2012]. Available at: http://www.merga.net.au/documents/RP832005.pdfGoogle Scholar
  23. Torres, J. (2008). Quadros Interactivos (QI): a última tecnologia a chegar à escola. Educação e Matemática, 97, 42–43.Google Scholar
  24. Warwick, P., Hennessy, S., & Mercer, N. (2011). Promoting teacher and school development through co-enquiry: Developing interactive whiteboard use in a ‘dialogic classroom’. Teachers and Teaching, 17(3), 303–324. [online] [accessed on: 06/02/2012].  https://doi.org/10.1080/13540602.2011.554704CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Ana Paula Canavarro
    • 1
    Email author
  • Carla Sofia Pereira Reis
    • 2
  1. 1.Universidade de ÉvoraÉvoraPortugal
  2. 2.Agrupamento de Escolas de AmarelejaAmarelejaPortugal

Personalised recommendations