The Use of Interactive Whiteboard in the Teaching of Preschool Children’s Mathematical Concepts

• Main Authors: Su-hui Lo, 羅簌慧
• Other Authors: Ya-ling Chen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/69149778024127396030

碩士 === 國立屏東教育大學 === 幼兒教育學系 === 100 === The Use of Interactive Whiteboard in the Teaching of Preschool Children’s Mathematical Concepts Abstract The main purpose of this study is to explore the use of interactive whiteboard in the teaching of preschool children’s mathematical concepts, which include the problem, difficulty, and advantage of the use of interactive whiteboard. In addition, researcher also compares children’s mathematical concept performance between the groups of children in the “whiteboard operating” group and “physical object operating” group. Thirty kindergarten children participated in this study. The experimental teaching lasted for six weeks. Teaching units included one-to-one correspondence, categorization, and 1-10 quantity. The evaluations were conducted after each teaching unit has finished. Children’s mathematical concept performance in the groups of “whiteboard operating” and “physical object operating” group was compared and analyzed by the Mann - Whitney U test. The results are as follows: 1. Children’s mathematical concept performances between the groups of “whiteboard operating” group and “physical object operating” group are as follows: (1) One-to-one corresponding: there is no significance difference between two groups; (2) classifying task: the performance of the whiteboard operating group is better than that of the physical object operating group; (3) 1-10 quantity: there is no significance difference between two groups. 2. The problems and difficulties encountered by teachers include: (1) Equipment problems: inadequacy of computer hardware , height of the whiteboard position, the shadow caused by the projector, and out of focus of the locating ; (2) operating problems: difficulty of dragging smoothly, unstable function of the spotlight and touch screen; (3) material design problem: time-consuming of alternating types of designed questions, inappropriate size of designed picture, difficulty in curriculum design and discipline control. 3. The advantages of using whiteboard include: (1) Reducing teacher’s pressure of preparing curriculum; (2) enhancing the convenience of material re-use; (3) increasing the flexibility of the display screen; (4) triggering the interest of children; (5) enhancing the interaction of teacher-to-children and children-to-children. Finally, according to research results, researcher provides recommendations to schools, kindergarten teachers'' and the future research. Keywords: Interactive whiteboard, mathematical concept teaching, Learning performance , early childhood education