Mobile math: math educators and students engage in mobile learning

Franklin, Teresa; Peng, Liwei

doi:10.1007/s12528-008-9005-0

Cited by 70 publications

(31 citation statements)

References 5 publications

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“…Early studies of mobile learning in mathematics date from shortly before 2010 (see Franklin and Peng (2008) as example), and since then we have witnessed a growth in this type of research, both at international conferences and in specialized journals. Most of the literature reviewed for this survey can be divided into three broad categories: (a) studies on the potential of mobile devices for teaching and learning mathematics; (b) affective studies on the use of mobile devices; and (c) use of mobile devices in mathematics teacher education.…”

Section: What Kinds Of Studies Are Being Developed In This Emergent Amentioning

confidence: 99%

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

Borba

Aşkar

Engelbrecht

et al. 2016

ZDM Mathematics Education

246

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: What Kinds Of Studies Are Being Developed In This Emergent Amentioning

confidence: 99%

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

Borba

Aşkar

Engelbrecht

et al. 2016

ZDM Mathematics Education

246

116

View full text Add to dashboard Cite

show abstract

“…Franklin & Peng, 2008), and since then we have witnessed a growth in this type of research, both at international conferences and in specialized journals. Most of the literature reviewed for this survey can be divided into three broad categories: (a) studies on the potential of mobile devices for teaching and learning mathematics; (b) affective studies on the use of mobile devices; and (c) use of mobile devices in mathematics teacher education.…”

Section: Use Of Mobile Technologies In Mathematics Teaching and Learningmentioning

confidence: 99%

Digital Technology in Mathematics Education: Research over the Last Decade

Borba

Aşkar

Engelbrecht

et al. 2017

Proceedings of the 13th International Congress on Mathematical Education

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In this survey paper we focus on identifying recent advances in research on digital technology in the field of mathematics education. We have used Internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals. 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

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“…The impact of mobile devices in educational settings continues to be an area of considerable interest for both researchers and practising educators (Reid and Ostashewski, 2011). Examining the use of mobile technologies provides insight into education, student expectations, and the limitations and benefits of mobile technologies (Franklin and Peng, 2008). The rapid rise in popularity and perceived potential of the iPad has led to many educational services in the United States and elsewhere purchasing Apple iPads for their students.…”

Section: Implications Recommendations and Conclusionmentioning

confidence: 99%

Middle school mathematics teachers' experiences with student learning using the hands-on equations iPad application: a narrative inquiry

Juhan

Halkias

2017

IJTEL

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This study fills a gap in the research on students' classroom experiences with specific iPad apps such as the Hands-On Equations app to better understand its value as a teaching tool within a mathematics curriculum. To achieve this, a narrative inquiry approach was employed to examine middle school mathematics teachers' stories of student learning experiences with mobile technology through use of the iPad app Hands-On Equations. The study's results and conclusions support prior research on the potential for mobile technologies to introduce potential new ways of learning mathematics and motivating students to learn mathematics.

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Mobile math: math educators and students engage in mobile learning

Cited by 70 publications

References 5 publications

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

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

Digital Technology in Mathematics Education: Research over the Last Decade

Middle school mathematics teachers' experiences with student learning using the hands-on equations iPad application: a narrative inquiry

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