Mobile Learning Outside the Classroom with MathCityMap

Jablonski, Stefan; Barlovits, Simon; Gurjanow, Iwan; Larmann, Philipp; Ludwig, Matthias; Oehler, Deng-Xin Ken; Wetzel, Sina

doi:10.37626/ga9783959872522.0.24

Cited by 2 publications

(6 citation statements)

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“…Each of the designed math trails, before being published on the website, is exhaustively reviewed by expert evaluators to guarantee their quality [49]. In this review, experts evaluate the following aspects:…”

Section: Contextmentioning

confidence: 99%

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Martín-Cudero,

Guede-Cid,

Tolmos

et al. 2024

Education Sciences

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Advances in education are increasingly important, and it is necessary to look for methodological strategies that enhance the value of mathematics in society and promote integrated training that helps students reason critically and rigorously. In this sense, math trails with a focus on STEM and sustainable development are a good resource to connect mathematics with the environment in a transversal way with other disciplines. A total of 35 postgraduate students in secondary education and 30 undergraduate students in primary education participated in this research and received a training course from experts in mathematics teaching. During the experience, the graduate students designed trails that were tested by the undergraduate students after a prior review by three in-service primary teachers. Likert scale questionnaires and open questions were asked of the students to evaluate the training received and the execution of the experience. Likewise, it was also decided to hold a debate with the participants and a guided interview with in-service teachers to assess the possible application of the resource in primary education courses. The results show a very positive assessment of the experience and allow us to support this approach to promote a change in the teaching–learning of mathematics in the last years of primary education.

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Section: Contextmentioning

confidence: 99%

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Martín-Cudero,

Guede-Cid,

Tolmos

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Lower-level and higher-level tasks imply different procedures and reasoning, routine and non-routine approaches, which contribute to a more interconnected mathematical understanding. • DP4-Formulate the tasks according to the MCM portal features, namely available answer formats and quality criteria [47].…”

Section: St Cyclementioning

confidence: 99%

“…Uniqueness: "To make clear which object is meant, every task should provide a picture that helps identify the object of the task and what the task is about" [47] (p. 118).…”

mentioning

confidence: 99%

“…Attendance: "A task should be authentic, i.e., leaving the educational context and having a certification. Thus, the task can only be solved at the object location and its description should never be enough to solve it" [47] (p. 118).…”

mentioning

confidence: 99%

“…• Activity: "Physical activity has a positive effect on learning, implying the idea of embodied mathematics, i.e., mathematics can only be fully comprehended through an active experience (Tall, 2013). The task solver should therefore become active and do something in order to solve the task, e.g., measure and count" [47] (p. 118).…”

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confidence: 99%

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Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails

et al. 2022

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Tasks are a key resource in the process of teaching and learning mathematics, which is why task design continues to be one of the main research issues in mathematics education. Different settings can influence the principles underlying the formulation of tasks, and so does the outdoor context. Specifically, a math trail can be a privileged context, known to promote positive attitudes and additional engagement for the learning of mathematics, confronting students with a sequence of real-life tasks, related to a particular mathematical theme. Recently, mobile devices and apps, i.e., MathCityMap, have been recognized as an important resource to facilitate the extension of the classroom to the outdoors. The study reported in this paper intends to identify the principles of design for mobile theme-based math trails (TBT) that result in rich learning experiences in early algebraic thinking. A designed-based research is used, through a qualitative approach, to develop and refine design principles for TBT about Sequences and Patterns. The iterative approach is described by cycles with the intervention of the researchers, pre-service and in-service teachers and students of the targeted school levels. The results are discussed taking into account previous research and data collected along the cycles, conducing to the development of general design principles for TBT tasks.

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Mobile Learning Outside the Classroom with MathCityMap

Cited by 2 publications

References 0 publications

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails

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