Teachers can provide students opportunities to engage in productive struggle as they collaboratively tackle mathematical ideas and problem solve on the whiteboards (De Vita et al., 2018).
Incorporating interactive whiteboards in classroom instruction can align with research-based practices overviewed in the Mathematics Teaching Principles (NCTM, 2014). Effective patterns for using interactive whiteboards in mathematics occur in ways supporting research-based practices, for example supporting problem-solving and for organizing mathematical work, reflections, and representations (De Vita et al., 2018 Kutluca et al., 2019 Kohen, 2019 Shi et al., 2018, 2021). Like other technological tools, frequency of use impacts students’ perceived efficiency and perceived learning (Fuchs, 2021). When used with active and collaborative pedagogical approaches, interactive digital whiteboards can help students to improve their cognitive learning across all currently available interdisciplinary research reports (Shi, et al., 2021). Whiteboard.fi), there are similar themes, though less research is available (Erdener & Kandemir, 2019). Just like other technological tools, the key in whiteboard effectiveness is about how teachers use the tool.Īs for digital interactive whiteboards (e.g. We also know traditional/physical interactive whiteboards can reinforce traditional, teacher-centered pedagogical styles, as often only teachers control the board and students begin focusing only on visual appeal rather than the content itself (Holmes, 2009 Smith et al., 2005, 2006 Torff & Tirotta, 2010). Smartboards), we know these tools can be used to support students’ academic achievement, positive attitudes, classroom management, knowledge construction, learner engagement and interactivity, motivation, and visual quality (Balta & Duran, 2015 Higgins, 2010 Holmes, 2009 İpek & Sözcü, 2016 Warwick et al.
What does research say about using whiteboards for teaching mathematics?įrom research on traditional/physical interactive whiteboards (e.g. Figure 1 shows an example of how we used an interactive whiteboard with high school students solving the staggered pipe problem, and Figure 2 displays the teacher overview page to see our entire class of students’ work.įigure 1: Example of collaborative work being completed on the interactive whiteboards platform Whiteboard.fi, with the teacher feedback options shown at the bottom.įigure 2: The teacher view from Whiteboard.fi, displaying a class of students’ work.Ģ. Interactive whiteboards can usually be saved and exported for continued work, sharing, and archiving. Students can collaboratively edit a digital whiteboard to share ideas, solve problems, or reach a consensus in small groups. Interactive whiteboards are digital environments with multimodal features (text, images, symbols, drawings) that provide a shared space between teacher and learners that is both accessible and directly manipulative (De Vita et al., 2018). 2021, and (4) explain how we have used digital whiteboards in our work with mathematics teachers and students.
#Whiteboard statistical calculations free#
In this blog post, we (1) describe the technological tool of interactive whiteboards, (2) summarize how interactive whiteboards can be used to teach mathematics in ways aligned with research, (3) overview the top free interactive whiteboard platforms available in Sept.
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