Learning Mathematics with Interactive Whiteboards and Computer-Based Graphing Utility

The purpose of this study was to explore the effect of a technology-supported learning environment utilizing an interactive whiteboard (IWB) and NuCalc graphing software compared to a traditional direct instruction-based environment on student achievement in graphs of quadratic functions and attitudes towards mathematics and technology. Sixty-five high school graduates attending cram schools (called dershane in Turkish) to study for the university entrance examination participated in the study. The significant interaction effect between time of testing and groups indicated that student performance across time of testing was dependent upon the presence or absence of the treatment. Comparisons suggest that although both experimental and control group students' performances increased from pre-test to post-test and then decreased from post-test to retention test, the rate of decrease was about the same and the rate of increase was different, with students showing a greater rate of increase in the experimental group. The results also revealed that the treatment had positively affected students' attitudes towards technology and mathematics. Moreover, students' reasoning and interpretation skills regarding graphs of quadratic functions were better in the experimental group as compared to those in the control group.


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The aim of this study was to examine an in-service middle school mathematics teacher’s mathematical practices in teaching slope, linear equations and graphs in a technology enhanced classroom environment while enacting an instructional sequence that was designed based on the national curriculum. The technology utilized in the study was GeoGebra materials within computers that were developed by the teacher and the researcher to be used for the instructional sequence. The data was collected during the spring ...
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Citation Formats
A. K. Erbaş and S. Kaya, “Learning Mathematics with Interactive Whiteboards and Computer-Based Graphing Utility,” EDUCATIONAL TECHNOLOGY & SOCIETY, pp. 299–312, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55786.