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Centre for Mathematics Education
The problematic nature of Teacher Development:
Specifically the Effective use of Interactive White Board
Frank Eade. [email protected]
Saul Moss, [email protected]
Centre for Mathematics Education
One of the main claims is that the interactive white board can
promote an “interactive”classroom
Centre for Mathematics Education
• Pupils perceptions that lessons are more varied (Somekh et al., 2007)
• Motivates pupils because of its capacity for quality presentation incorporating large visual images
• Ball (2003) argues IWB brings about changes in traditional teacher pupil discourse
• Goodison (2000): IWB add a social dimension to learning because pupils can share knowledge
Some explanations from research
Centre for Mathematics Education
A closer look at the interactions of teacher-pupils
in classrooms with IWBSmith, F., Hardman F and Higgins S. (2006) The impact of interactive whiteboards on teacher-pupil interaction in the National Literacy and Numeracy Strategies. British Educational Research Journal, 32:3, 443-457.
Centre for Mathematics Education
The but….
“Evidence suggests that the presentational advantages of interactive whiteboard use are considerable…
Research update from the Institute of education on the impact of the IWB, March 2007:
Introducing an IWB does not, of itself, transform the way teachers teach or pupils learn. In the majority of lessons observed, the nature and quality of pupil learning was consistent with practice observed in classrooms without whiteboards:
•In many instances the texts in use on the IWB had the same form and function of traditional textbooks and worksheets•The communication between teachers and pupils was largely unchanged•The interactivity of the IWB was rarely used to produce significant shifts in understanding.
Centre for Mathematics Education
Developmental approach
Enhanced InteractiveInteractive
Supported didactic
| Dave Miller, Doug Averis, Victoria Door, Derek Glover How can the use of an interactive whiteboard enhance the nature of teaching and learning in
secondary mathematics and modern foreign languages?Becta (2005)
Centre for Mathematics Education
The present Professional Development packages for the
IWB
1. PD focus too heavily on the “what” IWB can do
2. The nature of this PD not appropriate to challenge the “why” and “how”.
Centre for Mathematics Education
Beliefs / Emotions: Maths
Actions: Maths
Cognition: Maths
Centre for Mathematics Education
Beliefs / Emotions: Maths
Actions: Maths
Cognition: Maths
Cognition: ICT
Beliefs / Emotions: ICT
Actions: ICT
Centre for Mathematics Education
Teachers: About CPD
• (After conventional CPD) “… files are loaded with great activities that I don’t have time to explore. I walk away from courses full of ideas that evaporate as soon as I get back into the classroom”
• “The difference with the project is that everything is integrated… training is more influential because (it is) directly applicable to what is being done in the classroom. Normally courses are one-offs and too easily put on one side, whereas RME training is immediately linked to day-to-day teaching in the classroom.”
Centre for Mathematics Education
Teachers: Realistic Mathematics Education
• “RME, how you structure a problem, how they structure their thinking and the structures you give them. The models you give them as well to answer them. It’s like we’re giving them the tools to do it rather than us giving them the method to do it.”
• “… with RME it always gives them (students) something to fall back on ... Even if it’s not going to give them the correct answer, it’s going to get them a darn sight closer than what they would do if they were just trying to remember the technique that they were taught.”
Centre for Mathematics Education
Teachers: REM in the Classroom Like the taxi fares in the beginning, I think we spent like half an
hour talking about the different taxi rates that people have experienced;
“it’s like when my mom went to Asda it cost ? Pounds and the taxi meter was going up like this and when we got in it cost £2.00 just to get in, and it just lasted ages.” Just by talking about the ideas they (the pupils) have this really good sense of the taxi fares and the fact that it had to be linked to a formula - that you know you got in ataxi and there was a price already and then you get charged for every hour.
Centre for Mathematics Education
Teachers: Traditional Teaching
• I’ve got some year 11’s, who, if you asked them a question on area … they will start doing things with numbers, cobbling together ideas. They know they’ve got to do something with numbers and they will do that …
• … I could have asked them to do a fraction question; adding fractions. I could tell you that none of them would have started drawing pictures. They just wouldn’t draw a picture.
Centre for Mathematics Education
The danger of the IWB being; “a text book with flashing lights”
An anecdotal example of the use of a resource taken from whiteboard maths and used on the IWB but with little input or interaction from pupils:
area of circles.zip
Centre for Mathematics Education
Understanding Distance, Speed, and Time Relationships Using
Simulation Software
• The teacher’s role is to help make connections for pupils between what is happening on the graph to what is happening on the track
E-Example 5.2: Understanding Distance, Speed, and Time
Centre for Mathematics Education
How could the area of a circle lesson be more interactive
• What features would like to be there?
• What kind of questions should be asked?
• Are the pupils seeing the mathematics?
• What is the shape of the lesson going to be? Where will you take it?
