A Worthwhile Investment? The Interactive Whiteboard and the Teaching of Mathematics Dave Miller, Derek Glover and Doug Averis eda19@educ.keele.ac.uk, derek@derekglover.co.uk, eda19@educ.keele.ac.uk Keele University, UK Abstract There is increasing evidence that the interactive whiteboard contributes to understanding and application in the teaching of mathematics. At the same time there has been some comment that the technology may be a passing feature and that people are tending to invest without considering the implications of training and associated software purchase (both specially designed interactive whiteboard software and ‘generic’ mathematical software including wordprocessors, spreadsheet, graph plotters and geometry packages). Understanding of the nature of interactivity and the development of pedagogy to support this, points to a need for long-term changes in both teaching and learning if the technology is to be worthwhile. This paper outlines evidence pointing to the effectiveness, efficiency and value for money of investment in interactive whiteboard technology and pedagogy with illustrations from a widespread investigation of use in secondary mathematics teaching. Background The emerging evidence from research into the use of interactive whiteboards (IAWs – here meaning an IAW connected to a computer and data projector) highlights the need for a pedagogic change from a didactic to an interactive approach to learning and teaching, and from the use of the IAW as a visual support for lessons to the integration of the technology into lesson planning. This has been explored at length by Miller et al (2004). Greiffenhagen (2000) has shown that the use of the technology as an adjunct rather than as an integrated element in teaching minimises interaction and matching of teaching to learning needs. McCormick and Scrimshaw (2001) have developed this in their analysis of the contribution of ICT to pedagogic change in teaching mathematics and their contention that teaching can only be enhanced if interactivity is understood. There has been concurrent research into learning approaches and Jones and Tanner (2002) offer evidence to show that interactivity is most effectively sustained through effective questioning as well as a wider range of activity. As a result later literature is moving towards consideration of the technology and pedagogy of interactivity. Simpson et al. (1998), Cogill (2003), Robison (2000) and Damcott et al (2000) demonstrate the use of interactive technology within mathematics as a subject area with diverse ability groups. They stress the need for changed approaches to teaching to optimise the teaching and learning value of the technology. A range of research reports including Glover et al. (2003) and Edwards et al. (2002) focus on the way in which presentation is improved, pupils are motivated and learning enhanced during the early stages of the use of the technology. However, other observers have raised concerns that the IAW could be another gimmick, see, for example, http://www.g2fl.greenwich.gov.uk/temp/whiteboards , Kennewell (2001) and Moore (2001) who question whether the investment is ‘a luxury too far?’ Early evidence from primary education sources (Smith et al, 2004) points to investment in both equipment and training in order to maximise the value of the technology. Overall the research literature points to effective learning where teachers have been convinced of the value of the technology and fully understand the nature of interactivity and its pedagogic implications. Methodology The initial work was with twelve mathematics teachers working with Keele University researchers on Nuffield Foundation funded research. Additional evidence arises from the same research team working on British Educational Communications and Technology Agency (Becta) funded research. This group met termly across two years and grew to a total of seventeen practitioners who were interviewed using a structured format during the research. This opened the way for discussion of practice in IAW use and led to the development of a structure for the observation of video-recorded