Using tablet PC in the teaching and learning of secondary mathematics: A case of a girl's class in Mauritius

Ramkalawon, Leena; Bholoa, Ajeevsing

doi:10.1109/sai.2016.7556078

Cited by 2 publications

(6 citation statements)

References 21 publications

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“…This is demonstrated in learning situations by capturing angles and distance measurements of real-world images [41] [42]. More advanced geometric activities include i) spatial geometry, consisting of points, lines, polygons [43], ii) translation, reflection, and rotation [44]; and iii) 3D Geometry where users can manipulate shapes in the third dimension using hand gestures and touchscreens [45] Multi-discipline articles: There were multiple articles where a specific math subdiscipline was either not mentioned. These covered the broader topic of mathematics yet discussed either important pedagogical/technology approaches [10] [15] [46] [47] [48] or multiple math sub-disciplines were researched.…”

Section: Sci-encedirectmentioning

confidence: 99%

“…Another pedagogical approach to be mentioned is that of reciprocal peer tutoring. This is identified to be enabled by network and real-time communication features where learners can solve math problems within an app but also use the same app to demonstrate and teach other learners through video [44] and visual communication [41] [52] [60].…”

Section: Game-based Learningmentioning

confidence: 99%

“…Mobility: Since tablets are lightweight, wireless, and have long-lasting batteries, there is evidence to support that mobility of the devices is an advantage that is exploited in mathematics learning [44]. The mobility of the devices can lead to arguments against using PC or laptop technology.…”

Section: Advantages [Rq4]mentioning

confidence: 99%

“…As outlined by [56], the video game was able to provide entertainment and at the same time was contextually relevant. Even compared to traditional methods such as "chalk & talk," levels of engagement and focus are much higher when tablet technology is used [44]. It is even demonstrated that highly engaged or even variably engaged students to achieve learning gains when utilizing tablets [62].…”

Section: Level Of Customizationmentioning

confidence: 99%

“…Design/Content: One of the major challenges when it comes to deploying tablet technology in mathematics is getting the design of the solution correct which includes having the right content for the learner/teacher end users. Potential design issues include but are not limited to blurred images from cameras [44], light sensitivity settings [45], inadequately accounting for personal disabilities [59], poor user interfaces [29] [59], and at the most extreme, "inadequacies in representing the accuracy and richness of the mathematics content" [47]. Failure in design and content can lead to costly re-design or abandonment of the solution altogether by the students or teachers as extreme examples.…”

Section: Challenges [Rq5]mentioning

confidence: 99%

See 4 more Smart Citations

A Systematic Review of Tablet Technology in Mathematics Education

Svela¹,

Nouri

Viberg³

et al. 2019

Int. J. Interact. Mob. Technol.

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<p class="0abstract">In 2019, the mobile learning body of knowledge is extensive and much is known about the technology impacts and affordances of mobile devices in educational settings. A particular focus has now shifted toward specific technologies in specific subjects. Mathematics is one such subject and tablets are one such technology that is gaining attention. This systematic review representing the latest generation of tablet technology within the tablet-mediated learning in mathematics body of knowledge sought to derive evidence that supported questions into (a) what math sub-disciplines were covered, (b) what technology (application/hardware) was utilized, and (c) what pedagogical approaches were deployed in educational settings. This included analysis of the (d) advantages and (e) disadvantages present in those elements. Thirty-nine relevant articles were collected from various academic technology and educational databases. The results demonstrate that tablets are being predominantly deployed in various sub-disciplines such as Arithmetic, Computation, and Geometry with the iPad as the dominant choice for tablet hardware/applications. Pedagogical approaches lean heavily on game-based learning, environment interaction, and special needs support. Technological advantages include increased collaboration and mathematics engagement enabled by tablet mobility and a high potential for customization of solutions. Developers, teachers, and researchers need to be informed of potential challenges in designing content for tablet technology deployments in mathematics.</p>

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Section: Sci-encedirectmentioning

confidence: 99%

Section: Game-based Learningmentioning

confidence: 99%

Section: Advantages [Rq4]mentioning

confidence: 99%

Section: Level Of Customizationmentioning

confidence: 99%

Section: Challenges [Rq5]mentioning

confidence: 99%

See 3 more Smart Citations

A Systematic Review of Tablet Technology in Mathematics Education

Svela¹,

Nouri

Viberg³

et al. 2019

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

Predictors Influencing Urban and Rural Area students to Use Tablet Computers as Learning Tools: Combination of UTAUT and TTF Models

et al. 2022

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University students use various ICT-based media a goal to help them learn. The Chinese government is also increasing the use of ICT tools in the education sector because they relate to university students’ learning outcomes. Several universities in China provide tablet computer facilities as learning tools for their university students. These learning tools are widely used in the country because they have many benefits in educational settings. For instance, they are paperless, practical, and portable and support sustainable education. Although tablets provide many benefits, their use as learning tools is not necessarily accepted by university students. Knowing the factors influencing the intention to use them as a learning tool increases their effective utilization by college university students. Therefore, this study aimed to determine the factors predicted to relate to the intention and actual usage of tablet computers by university students in urban and rural areas. It combined the TTF model and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2). The study sample comprised 232 university students in rural and 214 university students in urban areas. Data were analyzed using the partial least squares statistical technique to examine the structural model and test the initial hypothesis. The results showed that the intention of university students in the village to use tablet computers as learning media is influenced by hedonic motivation and task technology fit. In contrast, habit and task technology fit is the most significant factor for university students in urban areas to use tablet computers as learning tools.

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Using tablet PC in the teaching and learning of secondary mathematics: A case of a girl's class in Mauritius

Cited by 2 publications

References 21 publications

A Systematic Review of Tablet Technology in Mathematics Education

A Systematic Review of Tablet Technology in Mathematics Education

Predictors Influencing Urban and Rural Area students to Use Tablet Computers as Learning Tools: Combination of UTAUT and TTF Models

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