Matematik Öğretiminde Mobil Teknoloji Kullanımına Yönelik Veli Görüşleri

Abstract

With the developments in mobile technological devices, as in all areas of our lives, it has found itself a place in education, and the studies to be carried out in this area have become important. Therefore, it is thought that it is important to examine the mobile devices, which are seen as a tool to support learning within the school with out-of-school learning environments, through the observations of their parents. In this context, the aim of this study is to examine the opinions of parents of students on the use of mobile technology including augmented reality in algebra 7th-grade mathematics algebra learning domain and WhatsApp applications. The research was designed according to the case study design, one of the qualitative research designs. Qualitative data were evaluated using the content analysis method. According to the results obtained, student parents expressed that their negative views on mobile technology before using the present application was changed after usage of the application, since using mobile devices were useful and funny for the students and that the students' interest in the course increased. Some suggestions were made regarding environments of academic and mathematics teaching as a result of the findings obtained in the study.

Using WhatsApp in Math Classes in High Schools: Teachers’ and Students' Opinions

“…Hence, mobile learning has brought convenience and mobility to the educational process (Onyema & Deborah, 2019). On the other hand, mobile devices have gained an important place in education as well as in every aspect of our lives (Poçan et al, 2021) because mobile learning makes it possible for students to reach information in different periods of time. As a result, location or distance is not a barrier for students anymore.…”

Investigating Special Education Teachers’ Views on Mathematics Instruction Process: Sugesstions for Sustainable Special Education in Mathematics Instruction

“…Browder, Spooner, Delzell, Harris, and Wakemanxya [29] stated that research is should be done about mathematics education for students with serious cognitive disabilities. It is stated that research on special education teachers is limited [30]. On the other hand, it is claimed that most studies in this field are limited to quantitative studies [31].…”