Summary: Development and evaluation of multimedia whiteboard system for improving mathematical problem solving
Title: "Development and evaluation of multimedia whiteboard system for improving mathematical problem solving"
Name: Sean McCarty
Date: 7/30/08

Reference: Hwang, W., Chen, N., Hsu R. (2006). Development and evaluation of multimedia whiteboard system for improving mathematical problem solving. Computers & Education, 46(2006), 105-121. Retrieved July 19, 2008, from http://www.elsevier.com/locate/compedu

Problem: Successful math education should go beyond simply assessing a student’s ability to correctly calculate the solution to a given problem. Instructors should also assess their students' ability to explain their solution and make conjectures based on their findings. Unfortunately, as the authors argue, traditional teaching methods and environments are not adequate to fully teach students math at such a deep level—only a few students can access a physical whiteboard at one time. The authors predict an electronic whiteboard, with graphic and audio multimedia functions, would allow every student to access math symbols and communicate with their instructors.

Context: 38 sixth grade elementary school students at Po-I elementary school in China. Exact dates of the study are not specified.

Students were given one math problem per week for approximately one semester and asked to solve the problem using the electronic whiteboard. The students’ ability to calculate an answer as well as explain how they solved the problem was evaluated. Students were classified according to their success in completing the activities, the top 27% were considered “higher” achievers and the bottom 27% were considered “lower” achievers.

Findings: As a whole, the students reported a strong desire to use the electronic whiteboard due to its multimedia functions. However, distinctions in student performance emerged.  Female students were able to explain the process of solving the mathematical problems better than the male students. Additionally, the higher achievement group performed better than the lower achievement group in both making “correct judgments” and “correct explanations.” The higher achievers were able to easily make correct calculations and explain their solutions.

Instructors also encouraged students to post their calculations and explanations on the electronic whiteboard, which then allowed other students to view them and offer their criticisms. When evaluating and criticizing their peers’ work, the higher achievement group again demonstrated better abilities than the lower achievement group.

Recommendations: In general, I agree with the authors’ assertion that the multimedia whiteboard system is a versatile tool for teaching math on a deeper level.

The findings from the test shows that certain factors should be considered when designing electronic whiteboards for use with math education:

1. Different multimedia should be utilized: The electronic whiteboard engaged the students easily because it was graphic as well as auditory. Video tutorials could even further enrich the electronic whiteboard.
2. Explore gender differences in learning: Why the female students performed better than the male students in explaining their solutions was not explored. More research needs to be done to understand why the female students performed better and if it is indicative of a larger pattern or simply due in part to the electronic whiteboard’s design.
3. Objectively evaluate the electronic whiteboard as a tool: There was no comparison of the results of the test with student performance via traditional classroom assessment tools. Though the students reported enjoying using the electronic whiteboard the authors do not conclusively demonstrate the electronic whiteboard is superior to traditional classroom methods in assessing student performance.

Full Text of "Development and evaluation of multimedia whiteboard system for improving mathematical problem solving": .pdf