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Contribution to Book
Secondary Mathematics Teachers and IWB: Pedagogical and Practice Changes
Proceedings of the Research Council on Mathematics Learning Annual Meeting (2012)
  • Jeffery Hall, Mercer University
  • Gregory Chamblee, Georgia Southern University
Abstract
This qualitative study explored how secondary mathematics lesson planning, classroom use, assessment methods, and student learning pedagogy and practice changed over a period of three years due to interactive whiteboard (IWB) use. Two active and two future IWB users were individually interviewed each year. Findings indicate that IWBs became increasingly vital to pedagogy, lesson planning became easier, and perceived value to student learning grew more positive for active users. Future IWB users’ perceptions of the positive and negative effects remained consistent throughout the study. Implications for mathematics teacher professional development and how teachers perceive IWB-based instruction will be discussed.
Keywords
  • IWB,
  • Interactive Whiteboards,
  • Mathematics education,
  • Secondary mathematics
Publication Date
February 23, 2012
Editor
Stacy L. Reeder
Publisher
Research Council on Mathematics Learning
Citation Information
Jeffery Hall and Gregory Chamblee. "Secondary Mathematics Teachers and IWB: Pedagogical and Practice Changes" Charlotte, NCProceedings of the Research Council on Mathematics Learning Annual Meeting (2012) p. 127 - 134
Available at: http://works.bepress.com/gregory_chamblee/34/