Using Mathematical Apps with Reluctant Learners

Reshaping the Learning Experience Through Apps: Affordances

“…They also reported improved high-level reasoning and problem solving linked to learners' investigations in digital environments. iPads and apps also foster experimentation (Calder & Campbell, 2016), allowing space for students to explore. The apps affordances of interactivity and instantaneous feedback foster the learner's willingness to take cognitive risks with their learning (Calder & Campbell, 2016).…”

“…iPads and apps also foster experimentation (Calder & Campbell, 2016), allowing space for students to explore. The apps affordances of interactivity and instantaneous feedback foster the learner's willingness to take cognitive risks with their learning (Calder & Campbell, 2016). They allow students to model in a dynamic, reflective way.…”

Personalised learning with mobile technologies in mathematics: An exploration of classroom practice

“…This mobility, when used in the classroom setting, enables students to work in any location, specifically those that were not accessible using technology before, such as sprawled on the floor or curled up in a beanbag. This mobility can extend beyond the classroom with the ability for the user to change location seamlessly, between school, home and further afield, such as on field trips (Calder & Campbell, 2016). Furthermore, while MTs allow for the typical social sharing that other computers offer, they also enable another more personal form of sharing.…”

“…Furthermore, some apps provide specialised features that enable specific learning and instruction within the app. This means that not only can the choice of apps be personalised, but also what happens within them, enabling interaction with the MT to be personalised to a student's specific learning needs (Calder & Campbell, 2016;O'Malley et al, 2013).…”

Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps

“…Other apps offer opportunities to reshape the learning experience and for students to explore mathematical ideas in particular ways that enhance their learning (Sinclair, 2014) [15]. While there is huge potential for mobile technologies to positively influence both student engagement and cognition in mathematics, this depends on the learning situation and the pedagogical approach that the teacher employs (Calder and Campbell, 2016) [16]. This paper examines the influence of apps on student engagement through the facilitation of differentiated learning programs.…”