We have now added another IWB version of a Bowland file (Where's the maths? for the excellent Honduras bottles activity to the Bowland forum here at the NCETM. To get them go here.



Our latest additions have us look at how we might work with the classic frogs problem and extend the idea to an examination of graphs related to the problem (see the teacher notes in the files).



Look for the frog to find IWB files for frogs and graph related activities at:

http://www.iwbmaths.co.uk/

We are adding IWB versions for some of the Bolwand Maths materials such as How risky is life?

 Link for picture above is

http://iwbmaths.co.uk/homepage/album01/BowlandHowRiskyBlog?full=1

Here are some ideas that can be used with work on nets:

To see more go to:

IWB Maths website

Read about our magic box at:

ATM Website

Find the files for it here:

http://iwbmaths.co.uk/homepage/album01/MagicBox_001

Here is an example for 2008. The information is given in the interactive whiteboard file. The teacher can supply suitable (but essential) simple equipment to help pupils decide how to solve the problems given. Files and more can be found here.

Here is another example. It can be found here on the iwbmaths site. It is based on the classifying shapes activity found in the Standards box set. Here the shapes have been added to the interactive whiteboard screen, so you can move them around and group them according to what the pupils suggest.

How can you tell if you are using your interactive whiteboard effectively?

When you teach what are you doing and what are the pupils doing?

When no-one is at the interactive whiteboard what is happening in the classroom? Are pupils working on exercises or consolidation and practice or are they actively involved in discussion or some other ‘at the desk’ activity?

Do you use the following manipulations on the interactive whiteboard:  

drag and drop, matching a response to a stimulant and used for classification, matching, processing of data, the creation of questions arising from the dragging and the organisation of material - observed in, for example, matching equivalent fractions

hide and reveal, opening a hidden response when the stimulant was understood, and also enabling material to be revealed as conceptual development takes place, stepping the development of hypotheses, and changing sequencing – observed in revealed answers after addition questions

colour, shading and highlighting used for the collection of like terms, enhanced explanation, analysis through annotation and reinforcement through greater emphasis – observed in handling complex fractions from the fraction wall matching equivalent terms by demonstrating meaning – observed in fractions on a line 4/16, 1/4

movement or animation, to demonstrate principles and to illustrate explanations – observed in the manipulation of numerator and denominators in addition processes

immediate feedback, from teacher, pupil or software sometimes arising from direct consequence of one of the other five methods or do you use PowerPoint all the time to guide and lead pupils through the mathematics?

What about virtual manipulatives? Do you know what they are and how to use them? There are hundreds around and they can be easily found by using a site such as www.iwbmaths.co.uk.

This gives you an idea of what is currently available. Visit http://www.iwbmaths.co.uk//index.php?option=com_wrapper&Itemid=342 for more information.

You could attend a course or arrange for your whole department to work together – see for examples
Click here to see examples

You could follow ideas from, for example, the SNS, by looking at ‘Using interactive whiteboards to enrich the teaching of mathematics’ found at.
Click here to see examples

Being fluent in the use of the board is important to confidence. Practice with a colleague or practice on your own until you can use the board seemlessly.

Higgins, S., Clark. J., Falzon. C., Hall, I., Hardman, F., Miller, J., Moseley, D., Smith, F. and Wall, K. (2005) Embedding ICT in the Literacy and Numeracy Strategies: Final Report April 2005 Newcastle Upon Tyne: Newcastle University.
Click here to read the publication.

Moss, G., Jewitt, C., Levaãiç, R., Armstrong, V. Cardini, A. and Castle, F. (2007) The Interactive Whiteboards, Pedagogy and Pupil Performance Evaluation: An Evaluation of the Schools Whiteboard Expansion (SWE) Project: London Challenge, Institute of Education, University of London, Department for Ednm and Skills http://www.dfes.gov.uk/research/data/uploadfiles/RR816.pdf

NOTE THE following two below are being moved so may not be available - will put new links in place once finalised.

Keele interactive whiteboard research publications are found at http://www.keele.ac.uk/depts/ed/iaw/index.htm

MILLER, D.J., & GLOVER, D. (2006). Interactive whiteboard evaluation for the secondary national strategy: Developing the use of interactive whiteboards in mathematics, Final Report for the Secondary National Strategy.
Click here to view the publication