Whiteboards as a problem-solving tool

Abstract

Previous research shows there is more discussion, participation and persistence when pupils work on vertical whiteboards. In this study, we investigate how neighbouring whiteboards support two pupils solving problems in mathematics. We analyse classroom observations using characteristics of “thinking classrooms” to explore the pupils’ work on whiteboards, examining what they notice, what they use from other pupils’ whiteboards and how they process this in their work. The findings indicate that whiteboards give pupils opportunities to a) discuss different elements of the task, b) support each other during the problem-solving process and c) work independently to find knowledge in interaction with classmates and classmates’ work.