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

Floriane Wozniak

doi:10.1007/978-3-319-43423-0_3

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

Floriane Wozniak

Digital Technologies in Designing Mathematics Education Tasks, pp.41-54

Mathematics Education in the Digital Era, Springer Nature

01/01/2017

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

Résumé

Education & Educational Research

Education, Scientific Disciplines

Social Sciences

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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Détails

Titre: Task Design Potential of Using an Interactive Whiteboard for Implementing Inquiry-Based Learning in Mathematics
Créateurs - sans rôle: Floriane Wozniak - Univ Strasbourg, IRIST, EA 3424, Strasbourg, France
Contributeurs - sans rôle: A Leung
A BaccagliniFrank
Détails de publication: Digital Technologies in Designing Mathematics Education Tasks, pp.41-54
Publications en série: Mathematics Education in the Digital Era
Éditeur: Springer Nature; CHAM
Nombre de pages: 14
Identifiants: 99162777009311
Unité académique: Institut Montpelliérain Alexander Grothendieck - IMAG
Langue: English
Type de ressource: Book chapter