Galvan j.l. (1999). writing literature reviews

Third, not all of the studies taken in account are peer-reviewed. The research took place in a small city school district in northern Ohio, USA, and involved students enrolled in eleven elementary schools, three junior high schools, and one alternative school in Findings from the study showed that the quality of the interaction varied between teachers.

Conclusions by the authors stressed that IWB facilitated positive learning moments for students due to facilitated shared experience: The students used image, colour, and movement to explore factorisation through manipulation of the different shapes and visual checking of the fit between the series of shapes and the large yellow square.

In this respect, it would be necessary to take into account the specific learning activities and goals within an IWB learning environment; if they are different from the ones in a traditional environment, these learning goals could lead to the attainment of different learning outcomes. Therefore, in many cases it was not possible to retrieve information on the quality of instruments used, the appropriateness of methods applied, and the quality of the results.

The authors conducted several workshops with teachers about the use of GeoGebra one of the most widespread geometrical dynamic software in combination with IWBs in Hungary. IWB affordances, listed at the beginning of this review, are highlighted in many of the reviewed studies.

Software provided with the boards offers additional functions that improve the facility to control the computer at the touch of the screen [ 1 ]. Research was identified through authoritative internet sources: There are many exemplary cases of excellent integrations of IWBs into education [ 6132830 ] but in many cases the reviewed studies report about good intentions but mediocre usages.

Some of the studies are especially interesting in that they analyse the features of enhanced IWB learning environments and in proposing the design of a new pedagogy [ 613313335 ]. No quantitative data were reported; the study was based on qualitative observations.

The key feature was found to be planning and preparation. Three approaches to teaching supported didactic, interactive, and enhanced interactive [ 28 ] were evident to a greater-or-lesser extent in each of the observed lessons. The emerging view of how to attempt to overcome these obstacles is that there is need for greater attention to the pedagogy associated with IWB use and to the mathematical tasks concerned, providing teachers with larger training opportunities and stimulating the design of new kinds of learning environments [ 1335 ].

Education Research International

The multimodal representation offered the possibility to make connections between the specialised knowledge of mathematics and the everyday knowledge of space and design. The seven schools were drawn from three localities and comprised a range of rural, semirural, and urban contexts.

Good practice in mathematics education includes the use of high quality diagrams and relevant software to support learning through, for example, construction of graphs or visualisation of transformations [ 1017 ].

The three studies presented in this section are quasi -experimental studies and substantially confirm the results of the large-scale studies, namely, that increases in attainments, where observed, are small and weakly significant.

Observations were often related to frameworks elaborated by the research team together with the observed teachers, and not always these frameworks were specified in detail.

Education Research International

It also recorded pupil initiations in the form of questions and statements. Lessons concluded with a plenary session involving the recall of earlier examples and previously studied material to ensure understanding and form the basis of extension work.

These studies are empirical enquiries that investigate the IWB use in classroom context, have a smaller scale one school or a limited group of schools than the large-scale studies previously presented, are not quasi-experimental studies, and focus on the implementation of IWBs in mathematics teaching and learning rather than on general results.

Considerations by the authors stress the need to examine in greater detail how the IWB is used in the classroom and what kinds of results these various uses produce. Most of these differences were only observed after the IWBs had been in use for a year. Melodies from a Broken Organ, Cori Reese Educacion y Medernidad - Entre La Utopia y La Buro, Eduardo Terren Whales of the Arctic, Sara Swan Miller The Return of Santa Paws, Nicholas Edwards The Story of the Woman's Foreign Missionary Society of the.

Abstract. An interactive whiteboard (IWB) is a relatively new tool that provides interesting affordances in the classroom environment, such as multiple visualization and multimedia presentation and ability for movement and animation.

Respuestas a Preguntas- de Dios, Lila Empson Selected Piano Exam Pieces - Grade 3 X Oxford Bookworms Library Factfiles: Level The USA audio CD pack, Alison Baxter Gaspar the Gaucho, Mayne Reid Building, Loan and.

Research - Free ebook download as PDF File .pdf), Text File .txt) or read book online for free. Research - Free ebook download as PDF File .pdf), Text File .txt) or read book online for free.

Respuestas a Preguntas- de Dios, Lila Empson Selected Piano Exam Pieces - Grade 3 X Oxford Bookworms Library Factfiles: Level The USA audio CD pack, Alison Baxter Gaspar the Gaucho, Mayne Reid Building, Loan and .

Galvan j.l. (1999). writing literature reviews
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Interactive Whiteboards in Mathematics Teaching: A Literature Review