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ann downton - interactive whiteboards in the classroom
Dr. Ann Downton is a lecturer in mathematics education at the School of Education.
She has extensive part-time experience as a primary school teacher
Experts in mathematics and science and consultants in mathematics.
Prior to her appointment as Monash University in 2016, she worked as a lecturer in mathematics education at the Australian Catholic University in Melbourne campus.
As part of her research center for mathematics teaching (MTLRC)
At the ACU, she coordinated the project of teaching contemporary mathematics (CTLM)
Including 2008-2012.
The purpose of the research project is to improve the knowledge of teachers' teaching content and students' learning.
Supporting arithmetic leaders and developing their skills and expertise as leaders is a key part of school-based professional learning.
Ann's doctoral thesis, the development of multiplication thinking for young children: Transition to symbols when learning multiplication and division, was completed in 2013.
This study investigated the strategies of students to solve multiplication problems and the impact of classroom intervention programs on students' transition from additive thinking to multiplication thinking.
This study reflects her main research interest: how young children build their knowledge of mathematics and how to teach mathematics early in school.
Her current study is entitled "knowledge and practice of teachers developing students' multiplication thinking in the third and fourth years ".
This is a pilot project of cooperation between Monash (Clayton Campus)
Parramatta Catholic education Parish (CEDP)
Within the scope of professional learning support provided to the school.
Her other research project, called "assessment of systematic mathematics learning and teaching methods in Broken Bay parish schools", investigated to what extent this method enhances teachers' practice and improves students'
Ann is a proud member of the early arithmetic research project team of the Australian Mathematics Education Research Group (MERGA)
July 2011 research award for "recognition of outstanding contributions to mathematics education research for a long time (1999-2011).
Children's Mathematics planning, task selection, diversity of satisfaction and promulgation in classroom teacher teaching practice for learning multiplication thinking and proportional reasoning (
In particular, teachers' questions lead to students' mathematical thinking and mathematical demonstration)
Questions raised and surveyed in the primary school stage allocate selected research grants/funded studies for low achievement students in the classroom 2016-
In 2017 3 or 4 years, teachers have developed the knowledge and practice of students' multiplication thinking.
Parramatta Catholic education Parish
2016 evaluation of mathematics teaching methods in the parish of Broken Bay Catholic education $36,654 (
Parish of Broken Bay: School Division)
2012 mapping one-to-
An evaluation interview for the Australian Curriculum: mathematics.
Victoria Education and early childhood education program ($10,000. )2012-
2013 conduct research-
A framework based on mental computing.
Project in Australia.
Association of Mathematics Teachers with associate professor Vince Wright ($20,000. )2008-
2012 contemporary teaching and learning of mathematics research and professional development.
Office of Catholic Education (Melbourne)(
About $1,029,000. )2008-2009 Student-
Teaching centered on interactive whiteboard (IWB)(
National Programme for the promotion of teaching and learning (TALES)
Anne Scott (coordinator)
And Donna Gronn (Grant ($10,000 approx. )2005-
2008 key Friends program for school science, technology and innovation in Australia. Mathematics (ASISTM)
Program of the Commonwealth Department of Education, Science and Training (
About $2,400,000. )2004-
2005 math expert intervention teacher: Action research program in Victorian times.
Doctors in the southern metropolitan area of the education bureau. Ann Gervasoni ($26,000 approx. )2004-
2005 evaluation action research project between Melbourne Catholic Education Office and Professor Doug Clark ($11,000 approx. )
In today's connected world, digital communication is no longer limited to indoor environments. From retail storefronts and transportation hubs to smart cities and hospitality venues, businesses are increasingly relying on outdoor digital displays to engage audiences, deliver real-time information, and strengthen brand visibility.
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Education has undergone a significant transformation over the last decade. Traditional teaching methods that relied solely on blackboards, projectors, and paper materials are rapidly being replaced by interactive, technology-driven learning environments.
Schools, universities, training centers, and educational institutions worldwide are investing in smart classroom solutions that improve engagement, collaboration, and learning outcomes. Among these innovations, the Digital Podium has emerged as one of the most important pieces of classroom technology.
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Introduction: Why Traditional Interactive Displays Are No Longer Enough
As smart classrooms and hybrid workplaces continue to evolve, many organizations are facing a common challenge: traditional interactive displays can no longer meet the growing demand for visual clarity, intelligent collaboration, and long-term performance.
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ITA TOUCH operates a 20,000+ sqm smart manufacturing facility in Shenzhen, equipped with dedicated production lines for interactive displays and digital signage.
We welcome factory visits, online inspections, and OEM audits.