Abstract
This chapter explores the role and potential of using an Interactive Whiteboard (IWB) for inquiry-based learning. A case study on how a French school teacher uses an interactive whiteboard is presented, illustrating how an IWB expands the milieu (Brousseau in Theory of didactical situations in mathematics. Dordrecht: Kluwer, 1997) of the learning situation and the collective part of the class investigation and suggests a mesogenesis-topogenesis-chronogenesis heuristic for digital pedagogical task design.
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