eric.ed.gov har udgivet: These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry–A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile… Continue Reading →
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eric.ed.gov har udgivet: This document summarizes the work of the Math Curriculum Project at San Francisco State University. The project developed seven curriculum units for the middle school mathematics program, using microcomputers as a problem solving tool to foster mathematical thinking and develop insights into mathematical concepts. They also created a prototype telephone network that is both a message system and a curricular data base for activities in each unit. Finally, they developed a teacher training model from their experiences in piloting the materials. The report describes the objectives, methods and procedures, outcomes, and dissemination activities of the project. An overview of the units, a network manager manual, a message system user manual, and a list of talks about the project are appended. (MNS) Link til kilde
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eric.ed.gov har udgivet: Teachers increasingly use virtual manipulatives and other apps on touch-screen devices (e.g., “iPads”) in an effort to help students understand mathematics concepts. However, students experience these apps and their affordances in different ways. The purpose of this article is to inform teachers’ decisions about app implementation in the classroom through discussion of four case studies illustrating ways children interacted with the app “Motion Math: Zoom,” and how these interactions revealed, concealed, and developed children’s mathematical understanding. These results suggest that mathematics virtual manipulative apps on touch-screen devices can be useful tools when thoughtfully implemented. Teachers can balance technological distance by assisting students who need help as they learn the technology required to interact with the app. This may include explicitly using scaffolding provided by the app, leading… Continue Reading →
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eric.ed.gov har udgivet: Hope Elementary School recently purchased tablets for all of its students to facilitate the use of technology in the classroom. The principal at Hope Elementary understands that technology can be an efficient and effective way for teachers to access materials and differentiate instruction to support the achievement of all learners. However, some teachers are struggling to determine how to best use the tablets in the classroom. Ms. Williams is a special education teacher at Hope Elementary School. She is excited about the tablet initiative and has a number of ideas about ways she can effectively and meaningfully integrate technology into instruction. The principal at Hope Elementary has asked Ms. Williams to serve as an example for other teachers at the school to help alleviate their concerns about… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this paper is to provide a narrative of work in progress to validate a math app designed for number sense. To date I have conducted classroom research and pilot studies across ten early childhood classrooms in two schools and will begin an empirical study at the beginning of the 2014-2015 school year. Through my work I believe the fields of neuroscience, education, and digital science offer robust and unique ways to address at least two barriers I encountered: identifying instructional computer adaptive software containing embedded assessments and designed explicitly with cognitive models of learning; and developing ongoing collaborative research networks to validate this software. In an attempt to inform the work of those working in the fields of digital science, cognitive science and education,… Continue Reading →
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eric.ed.gov har udgivet: The project was conducted to make an online tutoring program for math word problem solving accessible to students with visual impairments (VI). An online survey of teachers of students with VI (TVIs) guided the decision to provide the math content in the form of an iPad app, accompanied by print and braille materials. The app includes audio descriptions of images that illustrate the math problems, an integrated Scratch Pad, options to adjust color and contrast, hints, and videos showing how to solve sample problems. In order to provide access to those needing screen reading technology or screen enlargement, the app utilizes the Apple built-in accessibility features of VoiceOver and Zoom. A study with 19 TVIs and 29 students with VI was conducted to obtain feedback about the… Continue Reading →
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eric.ed.gov har udgivet: This qualitative study was conducted to identify the potential of using iPad as a supplement to teach math to students with learning disabilities. Ten teacher candidates from a university in the south provided one-on-one math tutoring services to ten students in a self-contained classroom at a local high poverty elementary school. The students were tutored math for five weeks using ten free math apps in addition to the traditional teaching methods. The apps were selected as they deemed fit with the math content standards, and abilities of the students. Each week, teacher candidates reflected on their tutoring experiences and at the end of five weeks, they completed an open-ended survey regarding their use of iPads as a supplement to teach math to the students. Findings confirmed the… Continue Reading →
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eric.ed.gov har udgivet: This work summarizes the didactic design and introductory outcomes in an educative program, involving six math and physics university courses for engineers, based on the use and construction of widgets. Widgets were generated under Project Oriented Learning and blended learning methodologies. In the program, widgets previously generated by teachers are firstly used by students to appropriate basic and middle concepts. After, students were requested to generate their own widgets to develop complex thinking skills, applying related concepts but involving alternative situations. Design was based on curriculum integration to build mathematical, technical and visual representations of the problems and concepts involved. Wolfram Alpha, Desmos and Mathtab widget developers were used to generate ad hoc activities in terms of their capabilities and course requirements. Post-test only results of students’… Continue Reading →
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eric.ed.gov har udgivet: Leveraging the use of mobile devices for education, such as instructional games, is an area of increasing interest for targeted subpopulations of students including those who are deaf/hard-of-hearing (DHH). This paper outlines the perspectives of Deaf Education teachers and DHH children who participated in the GeePerS*Math project. Interviews and surveys provide data from the primary implementation of the technology in an ecologically valid setting. Findings included similar results from both teachers and students with regard to attitudes and transfer of skills within the game to those in traditional curriculum. Unintended outcomes, such as gaining orienteering skills and peer-tutoring, were also noted. The results helped to inform the designers of educational technology with ways to relate with classroom instructors and children when creating advanced mobile applications. Link til… Continue Reading →
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eric.ed.gov har udgivet: The blended learning was a learning model that combines offline and online learning. There are two types of blended learning models used in this research, namely the flipped classroom model and the station rotation model. In these models, the teacher would use WhatsApp as a media for online learning. The purpose of this research was to determine the effect of blended learning models on mathematical creative thinking skills and math anxiety of public junior high school students in Sukoharjo Regency, Central Java Province. The research method used was quasi-experimental by sampling using stratified cluster random sampling techniques. There were three schools selected as research samples, namely Mojolaban 1 Public Junior High School, Mojolaban 2 Junior High School, and Grogol 3 Public Junior High School. The data collection… Continue Reading →
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