Mathematics Apps—Stormy with the Weather Clearing: Using Cluster Analysis to Enhance App Use in Mathematics Classrooms

Larkin, Kevin; Milford, Todd

doi:10.1007/978-3-319-90179-4_2

Cited by 19 publications

(20 citation statements)

References 9 publications

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“…This expands on the work of Squire (2011) and Hattie and Timperley (2007). While Larkin and Milford (2018) noted the importance of a scaffolded environment to help build children's understanding, it is not enough that the child can articulate the goal of the game for learning to occur. Other connections are needed to build on this foundation and promote mathematical growth.…”

Section: Discussionmentioning

confidence: 99%

“…This means that features can influence how children learn in a digital math game, making it important to understand how features with differing levels of quality might impact children's learning. In a study by Larkin and Milford (2018) that examined 57 mathematics‐focused apps, researchers reported that it was difficult to find apps that met their criteria for high quality. They noted that ‘these apps all used representations or icons that can be manipulated/moved, but in simple ways’ (Larkin & Milford, 2018, p. 23).…”

Section: Introductionmentioning

confidence: 99%

“…In a study by Larkin and Milford (2018) that examined 57 mathematics‐focused apps, researchers reported that it was difficult to find apps that met their criteria for high quality. They noted that ‘these apps all used representations or icons that can be manipulated/moved, but in simple ways’ (Larkin & Milford, 2018, p. 23). (Note: Concerns about the lack of quality of apps for children have also been reported about digital apps designed to teach writing; Quinn & Bliss, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Many mathematics goals in games are short term and focused on basic skills and procedures. However, better quality mathematics‐focused games can include a combination of conceptual, procedural and declarative knowledge development in a scaffolded format that builds children's understanding (Larkin & Milford, 2018). In games where the mathematical goal becomes increasingly more difficult, this progressive level of challenge can lead to high levels of task performance, effort, persistence and motivation (Latham & Locke, 2007).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes

Bullock

Roxburgh

Moyer‐Packenham

et al. 2020

Computer Assisted Learning

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This study focused on an examination of how type, quality and children's awareness of design features in digital math games, along with an awareness of the mathematics goals of the game, were related to learning outcomes. We conducted a parallel conversion mixed methods study with 45 students in Grades 3 and 4 (ages 9–10). Students participated in clinical interviews using three digital math games. The results suggest a moderated mediation relationship in which the quality of the design features moderated the mediating impact of children's awareness of the game's design features, specifically when the child was aware of the mathematics content learning goal (MCLG) of the game. These findings show how important it is that design features are of high quality in a digital math game, and how this is intertwined with children's awareness of the features and the MCLG. When these variables intertwined in just the right way, the interactions between the children and the digital math game afforded mathematical learning growth.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes

Bullock

Roxburgh

Moyer‐Packenham

et al. 2020

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Fidelities -Pedagogical, Mathematical and Cognitive (Larkin 2016); Cluster Analysis (Larkin and Milford 2018;2018b) or usability frameworks (Namukasa et al 2016;Papadakis et al 2018) to provide teachers with a more robust selection of appropriate apps for use in classrooms. A restriction in the approaches noted here is the sheer number of apps that need to be reviewed -as at May 2018 there were over 270 000 educational apps at the App Store (PocketGamer.Biz August 2018).…”

Section: Evaluating Appsmentioning

confidence: 99%

Using the ACAT Framework to Evaluate the Design of Two Geometry Apps: an Exploratory Study

Larkin

Kortenkamp

Ladel

et al. 2018

Digit Exp Math Educ

Self Cite

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It is an increasingly common phenomenon that elementary school students are using mobile applications (apps) in their mathematics classrooms. Classroom teachers using apps might benefit from a tool, or a set of tools, to help them determine whether or not a given app is appropriate and how enhanced educational outcomes can be achieved via its use. In this article we investigate whether Artifact Centric Activity Theory (ACAT) can be used to create a useful tool for evaluating apps, present a review guide based on the theory and test it using a randomly selected geometry app [Pattern Shapes] based on unknown design principles that may or may not conform to design principles suggested in the research as best practice. In doing so we broaden the scope of ACAT by investigating [Pattern Shapes], an app that has additional requirements in terms of accuracy of external representations, and depictions of mathematical properties (e.g. rotations, symmetry), than is the case for place value concepts in [Place Value Chart] which was created using ACAT principles and has been the primary app evaluated using ACAT. We further expand the use of ACAT via an independent assessment of a second app [Click the Cube] by a novice, using the ACAT review guide. Based on our latest research, we argue that ACAT is highly useful for evaluating any mathematics learning app and this is a critical contribution if the evaluation of apps is to move beyond academic circles and start to impact student learning and teacher choice in mathematics classrooms.

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An Ensemble Approach to Studying the Teaching of Multiplication Using TouchTimes

Bakos

2022

Mathematics Education in the Digital Era

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Mathematics Apps—Stormy with the Weather Clearing: Using Cluster Analysis to Enhance App Use in Mathematics Classrooms

Cited by 19 publications

References 9 publications

Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes

Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes

Using the ACAT Framework to Evaluate the Design of Two Geometry Apps: an Exploratory Study

An Ensemble Approach to Studying the Teaching of Multiplication Using TouchTimes

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