Apps: Appropriate, Applicable, and Appealing?

Calder, Nigel

doi:10.1007/978-94-017-9517-3_12

Cited by 31 publications

(24 citation statements)

References 23 publications

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“…Most of the Internet checklists represent a unidimensional structure and are not discipline specific (Kearney et al 2012). There is also research showing that such a lack of mathematics-specific checklists adds to the burden of school teachers looking for good-quality mobile resources (Attard 2013;Attard and Curry 2012;Calder 2015;Larkin 2015;Spencer 2013).…”

Section: Introductionmentioning

confidence: 99%

Characterising the perceived value of mathematics educational apps in preservice teachers

2015

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This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred and seventy-three preservice students studying primary school education from two public and one private Australian universities participated in the study. The respondents examined three different apps using a purposively designed instrument in regard to either their explorative, productive or instructive instructional role. While construct validity could not be established due to a broad range of variability in responses implying a high degree of subjectivity in respondents' judgments, the qualitative analysis was effective in establishing content validity.

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Section: Introductionmentioning

confidence: 99%

Characterising the perceived value of mathematics educational apps in preservice teachers

2015

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“…However, despite positive findings, use of manipulatives by teachers is inconsistent. Reasons offered by some teachers for their lack of use include lack of time to invest in locating virtual resources, particularly those that promote mathematical understanding rather than just rote learning (Calder, 2015), as well as a misunderstanding that manipulatives will, in themselves, do the teaching for them (Puchner, Taylor, O'Donnell & Fick, 2008). This may be because teachers tend to use manipulatives, including virtual manipulatives, in a procedural or declarative manner rather than using them to enhance conceptual development.…”

Section: Learnings From the Literaturementioning

confidence: 99%

“…Research such as this is needed as there has been little to no specific research into their usefulness in developing Geometry concepts. In addition, where research has been conducted into mathematical apps, with a few exceptions (Larkin, 2013;2014;2015;Moyer-Packenham, et al, 2014), such research has largely been descriptive in nature. Findings of this research indicate that, although the majority of the iPad Geometry apps utilized external representations, most were limited in assisting students in developing deepened conceptual understanding of primary-level Geometry concepts.…”

Section: Introductionmentioning

confidence: 99%

Geometry and iPads in Primary Schools: Does Their Usefulness Extend Beyond Tracing an Oblong?

Larkin

2016

International Perspectives on Teaching and Learning Mathematics With Virtual Manipulatives

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“…Before ICH can be disseminated to a network of users, it needs to be uploaded by the users themselves. One of the crucial aspects for an application to be sustainable and attractive is the embedded capability of attracting new users and retaining existing ones [5]. An ideal ICH framework would be effective at both acquiring and retaining users by intrinsically motivating them in a One of the fundamental threats to the sustainability of ICH, perceived by the communities, is largely singled out to be the processes of globalization and development [16].…”

Section: Introductionmentioning

confidence: 99%

Capturing the City’s Heritage On-the-Go: Design Requirements for Mobile Crowdsourced Cultural Heritage

et al. 2020

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Intangible Cultural Heritage is at a continuous risk of extinction. Where historical artefacts engine the machinery of intercontinental mass-tourism, socio-technical changes are reshaping the anthropomorphic landscapes everywhere on the globe, at an unprecedented rate. There is an increasing urge to tap into the hidden semantics and the anecdotes surrounding people, memories and places. The vast cultural knowledge made of testimony, oral history and traditions constitutes a rich cultural ontology tying together human beings, times, and situations. Altogether, these complex, multidimensional features make the task of data-mapping of intangible cultural heritage a problem of sustainability and preservation. This paper addresses a suggested route for conceiving, designing and appraising a digital framework intended to support the conservation of the intangible experience, from a user and a collective-centred perspective. The framework is designed to help capture the intangible cultural value of all places exhibiting cultural-historical significance, supported by an extensive analysis of the literature. We present a set of design recommendations for designing mobile apps that are intended to converge crowdsourcing to Intangible Cultural Heritage.

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Apps: Appropriate, Applicable, and Appealing?

Cited by 31 publications

References 23 publications

Characterising the perceived value of mathematics educational apps in preservice teachers

Characterising the perceived value of mathematics educational apps in preservice teachers

Geometry and iPads in Primary Schools: Does Their Usefulness Extend Beyond Tracing an Oblong?

Capturing the City’s Heritage On-the-Go: Design Requirements for Mobile Crowdsourced Cultural Heritage

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