MathSketch: Designing a Dynamic Whiteboard for Instructional Contexts

Grossauer, C., Perteneder, F., Haller, M., Walny, J., Brosz, J., Tang, A., and Carpendale, S. (2012). MathSketch: Designing a Dynamic Whiteboard for Instructional Contexts. In EIST 2012: Educational Interfaces, Software and Technology - Workshop at CHI 2012.

Abstract

Traditional whiteboards are a common medium for mathematics education, and are particularly suited to the high school and college level where conceptual understanding of the subject matter is emphasized above procedural understanding. Although considerable work has been done to apply sketch-based interaction to mathematics learning, very few have addressed this from the perspective of teaching mathematics in a conventional classroom environment. We provide a set of design considerations for dynamic whiteboards in instructional contexts and present an embodiment of these considerations in our prototype, MathSketch.

Materials

PDF File (http://hcitang.org/papers/2012-chi2012workshop-mathsketch.pdf)

Keywords

Electronic whiteboards, mathematics, education, sketching, representation

BibTeX

@inproceedings{grossauer2012mathsketch,
  year = {2012},
  type = {workshop},
  title = {MathSketch: Designing a Dynamic Whiteboard for Instructional Contexts},
  pdfurl = {http://hcitang.org/papers/2012-chi2012workshop-mathsketch.pdf},
  keywords = {Electronic whiteboards, mathematics, education, sketching, representation},
  editor = {Edward Tse and Lynn V. Marentette and Syed Ishtianque Ahmed and Alex
Thayler and Jochen Huber and Max Mühlhäuser and Si Jung "Jun" Kim and
Quincy Brown},
  date-modified = {2014-01-18 23:41:44 +0000},
  date-added = {2014-01-18 23:28:38 +0000},
  booktitle = {EIST 2012: Educational Interfaces, Software and Technology - Workshop
at CHI 2012},
  author = {Grossauer, Christian and Perteneder, Florian and Haller, Michael and
Walny, Jagoda and Brosz, John and Tang, Anthony and Carpendale, Sheelagh},
  abstract = {Traditional whiteboards are a common medium for mathematics education,
and are particularly suited to the high school and college level where conceptual
understanding of the subject matter is emphasized above procedural understanding.
Although considerable work has been done to apply sketch-based interaction
to mathematics learning, very few have addressed this from the perspective
of teaching mathematics in a conventional classroom environment. We provide
a set of design considerations for dynamic whiteboards in instructional contexts
and present an embodiment of these considerations in our prototype, MathSketch.},
}