Investigating the pedagogical practices of grade 11 Mathematics teachers on the usage of interactive white boards: a case study of two Gauteng Township Secondary Schools
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Date
2018
Authors
Montjane, Vincent Mahlaseletse
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Abstract
This research study is an investigation of the extent to which Interactive White Boards (IWBs)
are pedagogically integrated in the classroom, and how they influence the pedagogic practices
of teaching Mathematics. The use of IWB in education has transformed the culture of teaching
and learning in the education system. However, the existence of IWB in the classroom has
brought affordances and limitation, which affects the pedagogic practices of teachers daily.
This case study has zoomed in to the Interaction Equivalency Theorem (Anderson, 2003) in
trying to understand how IWB supports the three types of interaction: learner-content, learner
teacher, and learner-learner. It is framed within the social structuralism and constructivist
approach. The study sees learning as socially and actively constructed phenomenon and IWB as
mediating artefacts in learning.
The study was conducted in two Gauteng Province public secondary schools. Through
questionnaires, interviews and observations data was generated from the participants. A
qualitative approach was used to present, interpret and analyse data. The findings of the study
indicated that the pedagogical affordances of IWBs has positively influenced the way
Mathematics content is delivered, and has also given teachers pedagogic opportunities that
support learner-content, learner-teacher and learner-learner interactions in the classroom.
Description
A research report submitted in partial fulfilment of the requirements for the degree of Masters of Education to the School of Education, Faculty of Humanities, University of
Witwatersrand, February 2018
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Citation
Montjane, Vincent Mahlaseletse (2018) nvestigating the pedagogical practices of grade 11 mathematics teachers on the usage of interactive white boards: a case study of two Gauteng township Secondary Schools, University of the Witwatersrand, Johannesburg, https://hdl.handle.net/10539/27126