Significance of mobile learning in learning Mathematics

Abstract

Mobile learning has been expanding due to the significance growth and demand for wireless and mobile computing technologies in recent years. It offers a new paradigme shift in learning dimension that conventional classrooms may fail to offer in the teaching and learning approach. This study explores the integration of mobile learning in mathematics at the higher learning institution as research on the use of mobile learning for the teaching and learning of Mathematics appears to be limited. The study focused to examine student’s perceptions and experience of mobile learning in Mathematics classroom and also to examine the significant of mobile learning on attitude towards Mathematics. The study involved a total of 70 students at one of the technical university in Malaysia. The students reported their perceptions and the pre and post experiences through a survey questionnaire. The findings reported that the increase level of students’ learning excitement, engaging and positively able to be an independent learner after they experienced mobile learning in formal classroom setting. Hence, mobile learning does significantly increase students’ attitude toward significance of Mathematics and reduce Mathematics anxiety.

College-level mathematical modelling with mobile devices

“…The general character of the results obtained within the framework of the current study confirms the findings of the cited papers, for example, Etcuban and Pantinople (2018), Atan and Shahbodin (2018) and Al-Takhyneh (2018), stating that a mathematical education can greatly benefit from using mobile devices as learning tools. However, in the majority of the cited works mobile devices are treated mostly as means for viewing the learning content, which can be, for example, a text, image or some interactive multimedia-based material.…”

“…One of the significant results of the research was that mobile devices actually helped to reduce students' mathematical anxiety in general. The present study contributes to the findings of Atan and Shahbodin (2018) by demonstrating that their results are valid in the specific context of a mathematical modelling class as well. Xue et al (2016) described the introduction of the flipping teaching method based on mobile technology to the calculus classes at Guangdong University of Technology, China.…”

“…The present work enhances the findings of Al-Takhyneh (2018) by demonstrating that mobile learning can be of great benefit not only to open learning-based educational institutions but also to those which follow more formal educational system. Atan and Shahbodin (2018) provided the results of their research held among 70 students of a technical university in Malaysia and dedicated to evaluating the significance of mobile-based learning in mathematical education. The research examined the topic from a general point of view without focussing on a specific mathematical field.…”

Mobile Learning Model of Tour Guide Business in Universities from the Perspective of Distributed Cognition

“…ird, offline activities: e offline activities are based on the UMU platform for the design of teaching activities at the classroom site, organizing students to actively participate in classroom communication, task operation, group discussion, and result display and dynamically displaying the links of on-site sign grouping, video playback of important knowledge points, data overview of group discussion ideas, group collaboration task result display, and ranking of on-site assessment results through the large screen to achieve effective interaction between teachers and students at the classroom site [32]. e UMU-based blended mobile learning model emphasizes student-centeredness, and students are the main subjects of both online learning and offline activities, but this study argues that while emphasizing student-centeredness, the teacher's leading role in the entire learning process cannot be ignored.…”

“…Before starting the UMU-based blended mobile learning model, students need to be characterized in order to understand their prior knowledge and cognitive level [32,33], mainly in terms of their initial abilities and basic characteristics, in order to understand their motivation and basic characteristics and then to design appropriate, feasible, and effective UMU-based blended mobile learning model teaching activities.…”