@article {MATHEDUC.06628893,
author = {Samboli\'c Beganovi\'c, Amela},
title = {The role of mathematical representations in interactive iBoard materials. (Vloga matemati\v{c}nih reprezentacij v i-gradivih za delo na i-tabli.)},
year = {2016},
journal = {Matematika v \v{s}oli},
volume = {22},
number = {1-2},
issn = {1318-010X},
pages = {66-81},
publisher = {Zavod Republike Slovenije (RS) za \v{s}olstvo (ZRS\v{S}), Ljubljana},
abstract = {Summary: Teachers of Mathematics, who have the interactive board (iBoard) in the classroom and use it for instructions, create their own original interactive materials (i-materials) as a rule. In the article we critically analyse the i-materials for the i-board in primary school as employed by mathematics teachers. We explore to what extent they prepare activities involving external mathematical representations (enactive, iconic and symbolic) on the cases of individual sheets in i-materials (i.e. i-slides), and the role of the mentioned representations in understanding mathematical concepts. An analysis of 588 6th grade individual sheets of i-materials (i.e. i-transparencies) for the topics of arithmetic and algebra, and for the 9yh grade the topic of Geometry showed a high proportion of iconic and symbolic representations in teaching content geometry and measurement in the 9th grade. On individual i-slides in i-materials we also examine the conceptual solutions of mathematics teachers in creating activities connected to i-board software, which tend towards solutions in which we can note the process of transition between different representations. Some of these solutions in the article are also illustrated by examples of individual i-transparencies. An in-depth study of individual i-transparencies allowed us a deeper insight into the characteristics of i-materials which teachers of mathematics prepare for the i-board. It turns out that mathematics teachers are aware of the potential of the i-board, although they currently aren't sensibly exploiting it. In the paper we also discuss the role of teaching materials (in our case i-materials for the i-board) in the development of mathematical concepts and the impact of teaching materials on students' knowledge. We conclude the article with directions for the creation of i-materials which sensibly and didactically appropriately include mathematical representation.},
msc2010 = {U70xx (D40xx)},
identifier = {2016e.01042},
}