The Interactive Whiteboard and the Development of Dialogic Interaction in the Context of Problem-Solving

Abstract

The interactive whiteboard is a powerful technological resource that became available in most schools in the last years. However, its use has not always resulted in a transformation of class dynamics or interaction between teacher and students. To know and to understand the contributions that this technology can provide to mathematics learning are of special interest, namely, in promoting dialogic class interaction – this approach values the construction of mathematical knowledge systematized from sustained dialogue between the participants in class, based on the sharing and discussion of the mathematical work students do when solving challenging mathematical tasks such as problems. This paper focuses on the analysis of the contributions that the interactive whiteboard can provide for the development of dialogical interaction in the context of problem-solving, identifying the features of the board that can be used to support this interaction. The research was conducted in an 8th grade class (13–14-year-old students). A teaching experiment was prepared by the researchers in collaboration with the class teacher. It consisted of a sequence of six tasks developed in the context of inquiry-based teaching practices. The interactive whiteboard has proved to be a key resource in facilitating dialogic interaction, mediated by the decisive role of the teacher in promoting student dialogue. But it is not a neutral device. Of particular interest is its use in the collective discussion of problem solutions, where its multimodality and interactivity are simultaneously stimulus and support to foster student mathematical learning. Its features concerning quality written records are valuable in any phase of the lesson. Its use facilitates teacher management of whole class, namely, in what concerns the availability of materials that ease communication and the effective management of the lesson time.