MobileMath: exploring mathematics outside the classroom

Wijers, Monica; Jonker, Vincent; Drijvers, Paul

doi:10.1007/s11858-010-0276-3

Cited by 86 publications

(60 citation statements)

References 14 publications

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“…An example is the work of Wijers et al (2010), who used a location-based game called MobileMath for mobile phones with GPS to allow students to create and explore quadrilaterals and their properties on a real playing field outside the classroom. The researchers found that certain features of this game (like the fact that the game in itself as a whole is competitive) result in quite an engaging experience for the students; in addition, the game allows students to notice geometrical aspects of the real world.…”

Section: (A) Studies On the Potential Of Mobile Devices For Teaching mentioning

confidence: 99%

Blended learning, e-learning and mobile learning in mathematics education

Borba

Aşkar

Engelbrecht

et al. 2016

ZDM Mathematics Education

253

116

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Abstract:In this literature survey we focus on identifying recent advances in research on digital technology in the field of mathematics education. To conduct the survey we have used Internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals, including the ones in Portuguese and Spanish. We identify five sub-areas of research, important trends of development, and illustrate them using case studies: mobile technologies, massive open online courses (MOOCs), digital libraries and designing learning objects, collaborative learning using digital technology, and teacher training using blended learning. These exemplary case studies may help the reader to understand how recent developments in this area of research have evolved in the last few years. We conclude the report discussing some of the implications that these digital technologies may have for mathematics education research and practice as well as making some recommendations for future research in this area.

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Section: (A) Studies On the Potential Of Mobile Devices For Teaching mentioning

confidence: 99%

Blended learning, e-learning and mobile learning in mathematics education

Borba

Aşkar

Engelbrecht

et al. 2016

ZDM Mathematics Education

253

116

View full text Add to dashboard Cite

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“…Its application to mobile learning literature is just as prominent as it is in maths learning literature. Mobile technologies support constructivist learning through active learning activities (Wijers et al 2010), immersion in authentic environments (Sommerauer and Müller 2014), and learner-generated context (Bray et al 2013). Moreover, mobile devices are ''inherently social collaboration and communication devices that provide powerful tools for enabling social constructivist pedagogy (Cochrane 2014, p. 72)''.…”

Section: Design Frameworkmentioning

confidence: 99%

Using mobile technologies for mathematics: effects on student attitudes and achievement

Fabian

Topping

Barron

2018

Education Tech Research Dev

101

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The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students' attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobilesupported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students' attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its' effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.

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“…Learners are engaged and motivated to learn and use foreign languages (Conolly et al, 2011). Learners are attentive (Wijers, Jonker, & Drijvers, 2010). Students are mentally ready for learning (Schwabe & Göth, 2005).…”

Section: Learning Outcomes Patterns and Ar Taxonomiesmentioning

confidence: 99%

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Schmitz

Klemke

Specht

2013

International Journal of Mobile and Blended Learning

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Mobile and in particular pervasive games are a strong component of future scenarios for teaching and learning. Based on results from a previous review of practical papers, this work explores the educational potential of pervasive games for learning by analysing underlying game mechanisms. In order to determine and classify cognitive and affective learning outcomes, we propose employing game design patterns for mobile games and context information. Context information, in the course of this article, is introduced as an additional characteristic feature of mobile game design patterns. With the proposed framework we aim at understanding how pervasive game content may support learning. Findings from our research indicate that context information directs the use and presentation of content within a game and thus influences learning effects of individual patterns. This work perorates with a discussion on the shortfalls and potentials, which our framework for analysis provides.

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MobileMath: exploring mathematics outside the classroom

Cited by 86 publications

References 14 publications

Blended learning, e-learning and mobile learning in mathematics education

Blended learning, e-learning and mobile learning in mathematics education

Using mobile technologies for mathematics: effects on student attitudes and achievement

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

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