Mobile technologies influence the way that we interact with the world, the way that we live. We use them for communication, entertainment, information and research. In education settings, there has been substantial investment in mobile devices, often without a concomitant investment in developing pedagogy and practices. With mobile technologies evolving rapidly, and the number of educational apps growing, there is a need for research into how they facilitate mathematics learning. Such research is of particular importance regarding how such devices may be used to open up new ways of envisaging mathematics and mathematics education, and to help develop conceptual rather than procedural or declarative knowledge.
This volume draws upon international research and reports on a range of research projects that have incorporated mobile technologies for mathematics education. It presents research on the use of mobile technologies, such as i Pads, i Pods, i Phones, Androids, and Tablets, across a diverse range of cultures, year levels and contexts. It examines the ways in which mobile technologies, including apps, might influence students’ engagement, cognition, collaboration and attitudes, through the reshaping of the learning experience. In addition, the book presents appropriate ways to integrate mobile technologies into teaching and learning programmes.
It is a significant reference book for those involved with teaching mathematics or using mobile technologies in education, while also offering insights and examples that are applicable to the use of digital technologies in education generally.
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01. Introduction.- 02. Mobile Technologies: How might using mobile technologies reshape the learning and teaching of mathematics? Nigel Calder, Kevin Larson and Nathalie Sinclair.- Section One: Looking across the terrain.- 03. Mathematics apps – stormy with the weather clearing: Using cluster analysis to enhance app use in mathematics classrooms. Kevin Larkin and Todd Milford.- 04. How might apps reshape the mathematical learning experience? Nigel Calder and Carol Murphy.- 05. Mobile technologies in the primary mathematics classroom: Engaging or not? Catherine Attard.- Section Two: Traversing the teaching and learning landscape.- 06. When robot A.L.E.X. trains teachers how to teach mathematics. Andreas Kyriakides and Maria Meletiou-Mavrotheris.- 07. Supporting teachers’ orchestration of mobile learning activities. Håkan Sollervall, Didac Gil de la Iglesia and Janosch Zbick.- 08. Collaborative engagement through mobile technology in mathematics learning. Mina Sedaghatjou and Sheree Rodney.- 09. Augmenting mathematics with mobile technology. Christian Bokhove, Alison Clark-Wilson and Marios Pittalis.- Section Three: Navigating content: Focussing on particular concepts.- 10. Developing mastery of time concepts by integrating lessons and apps. Timothy Pelton, Todd Milford and Lesley Francis Pelton.- 11. Heatmap and hierarchical clustering analysis to highlight changes in young children’s developmental progressions using virtual manipulative mathematics apps. Christina W. Lommatsch, Stephen Tucker, Patricia Moyer-Packenham and Jürgen Symanzik.- 12. A better story: An embodied-design argument for generic manipulatives. Dana Rosen, Alik Palatnik, and Dor Abrahamson.- 13. Fingers-on geometry: The emergence of symmetry in a primary school classroom with multi-touch dynamic geometry. Sean Chorney and Nathalie Sinclair.- 14. Touching numbers and feeling quantities: Methodological dimensions of working with Touch Counts. Francesca Ferrara and Ketty Savioli.- 15. Approaching secondary school geometry through the logic of inquiry within technological environments. Carlotta Soldano and Ferdinando Arzarello.- Section Four: Exploring new forms of communication to make mathematical learning visible.- 16. Mathematics screencasts for teaching and learning. Linda Galligan and Carola Hobohm.- 17. The use of mobile technologies in the primary school mathematics classroom- developing ‘create-alouds’. Anne Prescott and Damian Maher.- 18. Using Show and Tell apps to engage students in problem solving in the mathematics classroom. Naomi Ingram, Keryn Pratt, and Sandra Williamson-Leadley.
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