Interactive Whiteboards in Mathematics Education

This paper will now explore the aspects of IWT that can be beneficial to students in the
learning of mathematics. Many pedagogical benefits in teaching mathematical concepts can be
fostered when IWT is used (Holmes, 2009). Hence, student learning of mathematics can be
enhanced when teachers use this technology in a manner that takes advantage of its unique
capabilities (Kumari & Rani, 2014). In mathematics classrooms, IWT can be used to incorporate
a wide range of strategies for the facilitation of learning (Swan & Marshall, 2010). IWs can be
used to represent mathematical shapes, activities and processes; these varied representational
aspects of the IW can be used to assist students in achieving specific learning outcomes
(McQuillan, Northcote, & Beamish, 2012). The ability to increase the use of visual images in
mathematics is important, since visualisation is a key component of mathematical understanding
(Arcavi, 2003). Studies indicate that using IWT to develop lessons can help educators integrate
technology more effectively into the mathematics classroom (Hennessy, Deaney, Ruthven, &
Winterbottom, 2007). Research shows that teachers feel that using an IW changed their
classroom interaction (Glover, Miller, Averis, & Door, 2007) and that students enjoy the use of
IWs in mathematics lessons (Balta & Duran, 2015). 21st century learners are active users of
technology and this is important in terms of mathematics lessons as students can be encouraged
to use IWs in relevant mathematical learning activities (McQuillan, Northcote, & Beamish,
2012).
Interactive Whiteboards Benefitting Mathematics Learning
IWs have the potential to create a technology rich mathematics classroom environment,
conducive to learning, that better meets the needs of 21st century learners. The question remains
as to what impact this technology has on the learning of mathematics; does the use of an IW

assist in helping students learn curricular outcomes? The sections that follow will investigate and
provide a critical analysis of several aspects important to the learning of mathematics and how
the IW aids in fostering these aspects in a mathematic classroom.
Engaging students in mathematics. Student engagement can be best described as the
degree of attention, curiosity, interest, optimism, and passion that students display while learning
(Hidden Curriculum, 2016). These desires of learning may not occur if students are lacking
engagement during instructional time. Fostering student interest in mathematics is often a
challenge for teachers (Middleton & Spanias, 1999) and it is students who are inspired to learn
that more likely to reach greater rates of academic achievement (Lamberth, 2012). Improving the
engagement of students in mathematics classes is critical for academic success (Fredricks et al.,
2016) and technology is a gateway through which the transformation of learning processes can
occur to increase student engagement (Villano, 2006). It is through the use of an IW that
educators can deliver mathematics curricular outcomes in an engaging way (Starkman, 2006).
The use of technology, as a learning tool, in the 21st century has demonstrated to be
engaging and positive to the learning process of all learners (Warschauer, 2006). Students are
more engaged in lessons when IWs are being used (Kumari & Rani, 2014) and engagement in is
a key contributing factor in students being successful in mathematics learning (Wang & Degol,
2014). The oversized visual display of the IW, is a main factor in yielding engaging benefits such
as effectively gaining and maintaining students attention, stimulating thinking and keeping a
focus on the subject matter, rather than on the teacher or other students. (Kennewell &
Beauchamp, 2007). The IW aids in increasing student engagement because teachers can quickly
access graphics and visuals such as pictures, video clips, graphs and charts to assist with the

outcomes being taught (Marzano, 2009). Teachers have the ability to use IWT to deliver visually
stimulating lessons that engage the minds of 21st century mathematics learners.
IWT has had a positive impact on increasing student engagement (Hall & Higgins, 2005;
Glover, Miller, Averis & Door, 2005; Morgan, 2010). Students are the benefactor of improved
engagement when IWs are used as instructional tools, greater sparking their interest in the
lessons being presented. 21st century learners have the ability to take responsibility for their own
learning when technologies such as the IW are used (FitzPatrick, 2001). Students garner the
ability to persevere through problematic tasks and maximize academic potential when taking
responsibility for their own learning (Wolters, 2003). Teachers strive to foster a learning
environment that is highly engaging for their students and through the use of IWs, teachers have
the capacity to deliver mathematics curriculum while students are fully engaged in the learning
process.
Motivating students in mathematics. Motivation in mathematics can be described as
the extent in which students embrace math challenges, value the importance of math abilities,
and their drive to perform well in math (Gottfried, Marcoulides, Gottfried, Oliver, & Guerin,
2007). The necessity to motivate students is one of the biggest challenges that teachers face
(Criss, 2011) as students who are motivated to learn are more engaged during learning, hence
motivation is an important focus for educators (Irvin, Metzer, & Dukes, 2007). Academic
success rates can be positively correlated to the motivation levels that students possess (Beeland,
2002). With motivation being a key factor in mathematics success it is important that teachers
create a learning environment that maintains high levels of student motivation. Motivating
students to complete mathematics tasks is important because students often require extensive
practice to master essential mathematics skills (Baker, Gersten, & Lee, 2002). Teachers can

influence motivation when they understand and affirm the interests and needs of their students
and maximize their ability to motivate students when utilizing certain constructs (Wiesman,
2012). Educators can integrate IWT into their teaching practices to aid in creating and
maintaining student motivation (Hall & Higgins, 2005). For when educators use technology
throughout a lesson in the classroom, students can be highly motivated to learn (Parmeter, 2012).
A school environment that is not well tuned to the interests, needs and values of students
will adversely affect their identification with school and, as a consequence, will lead to a
decrease in their motivation and efforts in the long run (Thoonen, Sleegers, Peetsma, &
Oort, 2011). It has been assumed that students who are already using web 2.0 technologies
voluntarily in their everyday lives would be similarly motivated to use them in a mathematics
context and would already possess the necessary technical skills (Dohn, 2009). Student
motivation can be fostered when educators use IWT, however motivation levels can be further
increased when students get to interact with the IWs (Beeland, 2002). When given the
opportunity to physically interact with the IW a students motivation to learn can be further
enhanced (Smith, Higgins, Wall, & Miller, 2005). To maintain this level of motivation teachers
must alternate between teacher-centered and student-centered use of the IW. IWT allows for
students to be active participants in their mathematics lessons which can be an important factor
in the increase of a students level of motivation.
The motivating power of the IW can also focus on additional benefits that come with its
use (Branzburg, 2008). Research shows that students are more motivated to learn when IWs are a
part of their education (Kumari & Rani, 2014). Students are also more motivated and willing to
present and discuss their own work when able to do so on an IW (Kennewell, 2001). Many
students are fearful of speaking out in class but these discussions can be a source of powerful

learning experiences. Motivation in mathematics is not solely derived from a students

mathematical ability, it is motivation in mathematics that is highly influenced by the instructional
practices of teachers (Middleton & Spanias, 1999). Where educators use an IW it can be a highly
motivating factor for students and the capacity of its applications provide the potential for
educators to create lessons that are interactive which can in itself increase motivation. From
students teaching fellow students, to meeting the technological desires of 21st century learners,
the IW can play a key role in increasing student motivation which can be beneficial in the
learning of mathematics.
Differentiating mathematics instruction. Teaching is the intervention designed to
promote learning and accumulation of knowledge and those being taught have diverse
characteristics that translate into different styles of learning (Rolfe & Cheek, 2013). Teachers
should therefore pay attention to these differences and differentiate in their instruction and tasks
(Thoonen, Sleegers, Peetsma, & Oort, 2011). The specific learning styles of students directly
impact the processes through which they obtain and store information, two key aspects of
learning. Improvements can be seen in achievement levels and attitudes towards mathematics
when strategies are geared towards the individual learning styles of students (KonstantinouKatzi, Tsolaki, Meletiou-Mavrotheris, & Koutselini, 2012). When we speak of learning styles
there are three main, unique, defined groupings; visual, auditory and tactile learners. Enhanced
pedagogical practices through the use of an IW has potential to accommodate the different
learning styles that students possess (Slay, Sieborger, & Hodgkinson-Williams, 2008). It is
important that educators take into consideration these unique learning styles when developing
mathematics lessons so that all students have fair and equal opportunities to be successful 21st
century learners.

Traditional mathematics teaching practices and strategies often times do not adhere to the
variety of different learning styles that are often present in the classroom. Educators strive to
develop motivating and engaging lessons by using strategies aimed at meeting the diversified
learning styles that their students possess. However, through the use of IWT, teachers have the
ability to present mathematics lessons that can benefit visual, auditory and tactile learners
simultaneously. IWs provide the ability to meet the needs of a wide range of students through the
varied presentation of ideas and the use of multimedia approaches (Kennewell, 2001). In the case
of the visual learner, IWT can help support students as they are able to view abstract concepts on
the board (Oigara & Wallace, 2012). Information can be projected on the IW in great detail using
clear, colorful text and images, which all benefit the visual learner. Video can also be easily
displayed as another way of presenting mathematics concepts which would also benefit students
who best learn visually. Oral stimulation in the form of speech or sound can be presented
through an IW which can accommodate the needs of an auditory learner (Morgan, 2008). The
audio from the video clips that appeal to visual learners would also be appealing to students who
are auditory learners. Lessons that have audio clips embedded into them will help increase
comprehension levels and adapt to auditory learners (White, 2013). The ability to save, and
digitally share that information presented on the IW can also be beneficial to auditory learners.
These students are now able to spend less time focused on note taking and more time focused on
listening to what is being presented to them. Students who are tactile learners will be of benefit
through the ability to physically interact with mathematics content by solving problems on the
IW (McMurty & Burkett, 2010). Also, the tactile learner will benefit from the capability of
hands-on mathematics applications available for use with IWT; of which can appeal as well to
students learn best learn through visual and auditory processes.

Educators should mould their instruction in a way that best matches the individual needs
of their students. Pedagogical practices can be enriched through the use of IWT in a way that can
address the varied learning styles that students possess. There is a need for mathematics
educators be accustomed to the learning styles that best work for their students (Basilicato,
2005). Educators should acknowledge the different learning styles that their students possess and
implement teaching practices that best address their needs (Glover & Law, 2002). IWT provides
educators with the capacity to differentiate their instruction in a way that can meet the needs of
diverse learners. In doing so, educators can foster an inclusive classroom environment,
conducive to the learning of mathematics. This in turn will have a positive influence on the
understanding of curricular outcomes, leading to greater student learning.
Exceptional learners in mathematics. Students diagnosed with exceptionalities often
necessitate an increased amount of teacher attention in order to optimize their learning
experiences (Reid, 2014). All students deserve the right to equal opportunities in their education
and it is the role of the school to make this occur. Many students with exceptionalities present in
the regular classroom often require additional resources to help them achieve academic goals
(Anderson, 2008). Many students with learning and behavioral disabilities have difficulty in
completing math tasks (Banda, Matuszny. & Therrien, 2009) leaving educators overwhelmed
with trying to provide accommodations for all students with various learning challenges (Reid).
The use of an IW holds potential benefits for all students and specifically for students with
exceptionalities (Anderson). Educators have the ability to create inclusive classroom
environments, beneficial to all students with or without exceptionalities, when they integrate
IWT into their classroom practices.

One major asset of IWT is the potential to speed up the process through which
information is presented and shared (Handler, 2011). This would lead to a decreased amount of
time lost during mathematics instruction, allowing for less time for students to become
distracted. For students who suffer from Attention Deficit Hyperactive Disorder (ADHD), a
lessened amount of time where they could become distracted would allow them to remain
attentive. Research shows that students with ADHD are more attentive, less impulsive and
hyperactive when technology integrated instruction is ongoing (Jamerson, 2002). Mathematics
lessons delivered through IWT can allow for students suffering from ADHD to remain attentive,
engaged and be motivated to learn.
Students with a written output disability no longer have to worry about taking notes from
the board. If a teacher is making notes, they could do so in digital ink on the IW. After
completion, the teacher can save what they have written, print a copy for those who may need it,
and/or post the notes online for students to view when necessary. Teachers can use the IW to
resize text, and adjust brightness or contrast to assist students with visual impairments (Handler).
Teachers can use the digital display to increase the size of images and text so that all students
have the ability to see information related to their mathematics lesson.
IWT has been shown to enhance the social and communicative language development of
children with autism (Preston, Moffatt, Wiebe, McAuley, Campbell, & Gabriel, 2014). Students
who have been diagnosed with autism often have a low verbal output. These students may
understand the mathematics concepts but not be able to verbally explain why. Students with
autism, as well as any other verbal output disorder, can interact with the IW to show that they
understand concepts that they are being taught.

The use of technology can be very beneficial in providing an equal level of mathematics
education to all students. The integration of technology in the classroom can ensure all students
learn together (Reid). IWT can be used as a basis to provide students with exceptionalities an
equal opportunity to learn (Jackson, 2004). This technology provides exceptional students the
ability to learn in a regular classroom setting, side by side with their peers. Through the use of
IWs, exceptional learners are provided with supports that help meet their needs which can
contribute to greater academic learning (Jackson). In the end, students are in an inclusive
educational environment, conducive to the learning of mathematics. This will provide students
with an opportunity to reach their full potential which will contribute to their success in
mathematics.
Interactive Whiteboards in Mathematics Instruction
Students in grades K-12 have many diverse needs with regard to their background
knowledge, abilities, motivations, interests and modes of learning (Tomlinson, 2005). Many
teachers of grades K-12 have integrated differentiated instruction as a strategic response
(Chamberlain & Powers, 2010). Differentiated instruction emphasizes the importance of enquiry,
exploration, collaboration and reflection, as a process of knowledge construction (KonstantinouKatzia, Tsolakia, Meletiou-Mavrotheris, & Koutselinic, 2012). These important factors of
differentiated instruction can be highlighted through the use of an IW. Research suggests that
using differentiated instruction to meet students needs supports the learning of mathematics,
leading to increased mathematical understanding and improved dispositions toward mathematics
classes (Chamberlain & Powers).
Primary and elementary mathematics. Math lessons in early childhood should use
student-centered practices to develop childrens conceptual understanding of a variety of topics

(Linder, 2012). The integration of IWT allows educators to deliver mathematics curriculum
through a student-centered approach. Technology integration in mathematics has the potential to
enhance teaching and learning experiences through providing support with student task
explorations (Polly, 2014). Multimodal representations, such as tables and graphics, can be
manipulated by students on the IW, which can bring enrichment throughout lessons by fostering
collaboration and communication among students (Murcia, 2010). IWT allows for dynamic
mathematical representations and mathematical modelling to occur (Polly). Students enjoy using
the IW, regardless of the task, but gain most benefit when actively involved in tasks which
challenge their mathematical thinking and allow for communication with their peers (Serow &
Callingham, 2011). In 2008, Goodwin lead a study of kindergartners working with an IW during
math lessons on fractions. Research showed that children who used interactive technology have
more complex understandings of fractions than children in settings where the technology is not
incorporated into lessons (Goodwin, 2008). The IW can foster a student-centered, technology
rich, mathematics environment which has the potential to increase student learning and
understanding of mathematics curricula.
Intermediate and secondary mathematics. The IW has shown to be an effective tool in
the learning of mathematics at the intermediate and secondary school levels. In a study of
seventh grade students whose teachers used IWT compared with students whose teachers did not,
it was found that the use of this technology had a positive effect on students learning of basic
mathematical skills (Tienken & Wilson, 2007). The capacity for hands on use by students can
lead to increased student learning as the results of a study found that the students were able to
learn mathematics outcomes from watching others use the IW, even if they did not choose to
actively participate themselves (Olsen, LeMire, & Baker, 2011). In a study on secondary schools,

research showed that mathematics teachers at this level use more advanced features of the IW,
such as setting up activities for solving exercises and performing mathematical computing with
the teaching tools integrated in the IW (Pacurar & Chad, 2015). Some mathematics concepts, at
this level, require greater technological programming outside of what is integrated into the board
itself. One highlight is that this alternative programming can also be displayed and manipulated
via an IW; when using specific software programs, teachers can easily navigate between these
pages as required (Pacurar & Chad). Being able to switch between integrated and alternative
software when necessary, via the IW, allows educators to integrate technology into high level
mathematics classrooms to satisfy the needs of 21st century learners.
Future of interactive whiteboards in mathematics. The main benefits of the IWT
relate to its visual nature, its interactive features and the ease with which multiple representations
of mathematical ideas can be used to promote increased conceptual understanding (Holmes,
2009). For successful use, teachers should use IWT in a way that combines teacher-centred
mathematical activities with that of student-centred mathematical activities (McQuillan,
Northcote, & Beamish, 2012). IWT allows for the emergence of simple affordances such as
projecting, annotating, saving, and tracing shapes, as well as more complex affordances like
solving exercises and mathematical calculation teaching tools (Pacurar & Chad, 2015). IWT not
only has the potential to transform teacher pedagogy, but also has the capacity to improve the
quality of student learning in mathematics at the whole-school level (Kent, 2006). Students of the
21st century are avid users and learners of technology and through the use of IWT mathematics
education can be successfully and effectively delivered to them.