The Role of Interactive Whiteboard on Motivating Learners in Mathematics Classes: A Case Study
Keywords:
Motivation, Enthusiasm, Interactivity, Interactive Whiteboard, Learning MathematicsAbstract
The enhancement of motivation and enthusiasm by the use of interactive whiteboard has improved self- esteem, encouragement and success of many learners who have found mathematics difficult. This study aims to investigate whether the use of interactive whiteboard in mathematics classes promotes motivation of learners which facilitates learning process. 40 lecturers and 40 students were surveyed in the study and the results have been compared and it has been found that interactive whiteboard enhances interactivity, motivates learners and facilitates learning in mathematics classes.
References
BECTA (2003). What the research says … interactive whiteboards. Retrieved on October 1, 2004 from
http://www.becta.org.uk/research
Bishop, A. (1989). Review of research on visualization in mathematics education. Focus on Learning
Problems in Mathematics, 11 (1), 7-16.
Burden, K. (2002). Learning from the bottom up—the contribution of school based practice and
research in the effective use of interactive whiteboards for the FE/HE sector, paper
presented at the ‗Making An Impact Regionally‘ Conference, The Earth Centre, Doncaster, 21
June.
Creswell, J.W. (2003). Research Design: Qualitative, quantitative and mixed methods approaches.
California: Sage Publications.
Forbes, R. (1996). Creative problem solving. The Journal of Product Innovation Management, 13 (5),
463.
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), 257–276.
Higgins, S., Miller, J., Smith, H., &Wall, K. (2005). Interactive whiteboards: boon or bandwagon? a
critical review of the literature. Journal of Computer Assisted Learning, 21, 91-101.
Hwang, G. J. (2003). A conceptual map model for developing intelligent tutoring systems. Computers &
Education, 40(3), 217-235.
Hwang, W.,; Chen, N.,; Dung, J.,; &Yang, Y. (2007). Multiple Representation Skills and Creativity
Effects on Mathematical Problem. Educational Technology & Society, 10 (2), 191-212.
Hung, P. H., Lin, Y. F., & Hwang, G. J. (2010). Formative assessment design for PDA integrated
ecology observation. Educational Technology & Society, 13(3), 33-42.
Kennewell, S. (2001) Interactive whiteboards—yet another solution looking for a problem to
solve? Information Technology in Teacher Education, 39, 3–6.
Levy, P. (2002) Interactive Whiteboards in learning and teaching in two Sheffield schools: a
developmental study, Sheffield, Department of Information Studies. Retrieved on 24 February
2007 from http://dis.shef.ac.uk/eirg/projects/wboards.htm
Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco:
Jossey-Bass Publishers.
Miller, D., & Glover, D. (2002). The interactive whiteboard as a force for pedagogic change: the
experience of five elementary schools in an English authority, Information Technology in
Childhood Education Annual, 2002(1), 5–19.
International Journal of Social Sciences & Educational Studies
ISSN 2409-1294 (Print), September 2015, Vol.2, No.1
15 IJSSES
McCormick, R., & Scrimshaw, P. (2001). Information and communications technology, knowledge and
pedagogy. Education, Communication and Information, 1,37-57.
Richardson, A. (2002) Effective questioning in teaching mathematics using an interactive
whiteboard, Micromaths, 18(2), 8–12.
Tall, D. (1991). Advanced mathematical thinking. Dordrecht, The Netherlands: Kluwer Academic
Publishers
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational Studies
International Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)
