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