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

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Title: Smart in Mathematics? Exploring the Effects of In-Class-Level Differentiation Using SMARTboard on Math Proficiency
Language: English
Authors: Cabus, Sofie J., Haelermans, Carla, Franken, Sonja
Source: British Journal of Educational Technology. Jan 2017 48(1):145-161.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 17
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Descriptors: 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
Geographic Terms: Netherlands
DOI: 10.1111/bjet.12350
ISSN: 0007-1013
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.
Abstractor: As Provided
Entry Date: 2017
Accession Number: EJ1126007
Database: ERIC
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  Value: <anid>AN0120689228;58i01jan.17;2017Jan17.02:04;v2.2.500</anid> <title id="AN0120689228-1">SMART in Mathematics? Exploring the effects of in-class-level differentiation using SMARTboard on math proficiency. </title> <p>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.</p> <ref id="AN0120689228-2"> <title> References </title> <blist> <bibl id="bib1" type="bt"></bibl> <bibtext>Abadie, A. (2003). Semiparametric difference in differences estimators. Harvard University and NBER.</bibtext> </blist> <blist> <bibl id="bib2" type="bt"></bibl> <bibtext>Abbitt, J. T. (2011). An investigation of the relationship between self efficacy beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27, 4, 134-143.</bibtext> </blist> <blist> <bibl id="bib3" type="bt"></bibl> <bibtext>Allen, J. & van der Velden, R. (2011). The flexible professional in the knowledge society. New challenges for higher education. 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Retrieved 2014, from https://zoek.officielebekendmakingen.nl/blg 219337.html</bibtext> </blist> <blist> <bibl id="bib45" type="bt"></bibl> <bibtext>Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J. & Shin, T. S. (2009). Technological Pedagogical Contents Knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42, 2, 123-149.</bibtext> </blist> <blist> <bibl id="bib46" type="bt"></bibl> <bibtext>Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 2, 4-14.</bibtext> </blist> <blist> <bibl id="bib47" type="bt"></bibl> <bibtext>Smith, H. J., Higgins, S., Wall, K. & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21, 91-101.</bibtext> </blist> <blist> <bibl id="bib48" type="bt"></bibl> <bibtext>Torff, B. & Tirota, R. (2010). Interactive whiteboards produce small gains in elementary students' self reported motivation in mathematics. Computers and Education, 54, 379-383.</bibtext> </blist> <blist> <bibl id="bib49" type="bt"></bibl> <bibtext>Wood, R. & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British Journal of Educational Technology, 39, 1, 84-96.</bibtext> </blist> </ref> <aug> <p>By Sofie J. Cabus; Carla Haelermans and Sonja Franken</p> <p></p> <p>Sofie J. Cabus is an assistant professor at Top Institute for Evidence Based Education Research (TIER), Maastricht University. Address for correspondence: Dr Sofie J. Cabus, Top Institute for Evidence Based Education Research (TIER), Maastricht University, Kapoenstraat 2, 6211 KW Maastricht, The Netherlands. Email: s.cabus@maastrichtuniversity.nl</p> <p>Carla Haelermans is an assistant professor at Top Institute for Evidence Based Education Research (TIER), Maastricht University.</p> <p>Sonja Franken is a teacher and ICT coordinator at Emma College, Heerlen.</p> </aug>
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  Data: 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.
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              Value: 48
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: British Journal of Educational Technology
              Type: main
ResultId 1