Smart in Mathematics? Exploring the Effects of In-Class-Level Differentiation Using SMARTboard on Math Proficiency

Autor/inn/en	Cabus, Sofie J.; Haelermans, Carla; Franken, Sonja
Titel	Smart in Mathematics? Exploring the Effects of In-Class-Level Differentiation Using SMARTboard on Math Proficiency
Quelle	In: British Journal of Educational Technology, 48 (2017) 1, S.145-161 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12350
Schlagwörter	Mathematics Instruction; Teaching Methods; Bulletin Boards; Visual Aids; Educational Equipment; Educational Technology; Interactive Video; Mathematics Skills; Foreign Countries; Pedagogical Content Knowledge; Technological Literacy; Information Technology; Technology Uses in Education; Grade 7; Control Groups; Experimental Groups; Netherlands + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wandzeitung; Anschauungsmaterial; Ausrüstung; Unterrichtsmedien; Interaktives Video; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Pädagogische Kompetenz; Technisches Wissen; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 07; 7. Schuljahr; Schuljahr 07; Niederlande
Abstract	This paper explored the effects of in-class-level differentiation by making innovative use of an interactive whiteboard (SMARTboard) on math proficiency. Therefore, this paper evaluates the use of SMARTboard in class, in combination with teacher training, using a randomized field experiment among 199 pre-vocational students in seventh grade in the Netherlands. During 6 weeks, students in the intervention group participated in math classes in which the SMARTboard was used to apply level differentiation. The teachers of these classes received a specific training (Technological Pedagogical and Content Knowledge [TPACK]) in using the SMARTboard in class. Control classes were taught by teachers without the training, who did not use the SMARTboard in class. The results showed that level differentiation in class, which was possible because of the efficient use of the SMARTboard, significantly increased math proficiency with 0.25 points. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01