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Task Design Potential of Using an Interactive Whiteboard for Implementing Inquiry-Based Learning in Mathematics

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Digital Technologies in Designing Mathematics Education Tasks

Part of the book series: Mathematics Education in the Digital Era ((MEDE,volume 8))

Abstract

This chapter explores the role and potential of using an Interactive Whiteboard (IWB) for inquiry-based learning. A case study on how a French school teacher uses an interactive whiteboard is presented, illustrating how an IWB expands the milieu (Brousseau in Theory of didactical situations in mathematics. Dordrecht: Kluwer, 1997) of the learning situation and the collective part of the class investigation and suggests a mesogenesis-topogenesis-chronogenesis heuristic for digital pedagogical task design.

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Notes

  1. 1.

    Miller et al. used the abbreviation IAW instead of IWB.

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Authors and Affiliations

  1. Université de Strasbourg, IRIST, EA 3424, Strasbourg, France

    Floriane Wozniak

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  1. Floriane Wozniak
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Correspondence to Floriane Wozniak .

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Editors and Affiliations

  1. Department of Education Studies, Hong Kong Baptist University, Kowloon Tong, Hong Kong SAR, China

    Allen Leung

  2. Department of Mathematics “G. Castelnuovo”, “Sapienza” University of Rome, Rome, Italy

    Anna Baccaglini-Frank

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Wozniak, F. (2017). Task Design Potential of Using an Interactive Whiteboard for Implementing Inquiry-Based Learning in Mathematics. In: Leung, A., Baccaglini-Frank, A. (eds) Digital Technologies in Designing Mathematics Education Tasks. Mathematics Education in the Digital Era, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-319-43423-0_3

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  • DOI: https://doi.org/10.1007/978-3-319-43423-0_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-43421-6

  • Online ISBN: 978-3-319-43423-0

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