Mobile technology in mathematics classroom

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  This presentation shows the details of the study undertaken during one our graduate courses to examine the effects of using a mobile app in a mathematics classroom
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  • 1. By: Ariel Eller, Cameron Nunan, Murat Akarsu, and Uzma Abdul Sattar Shaikh Purdue University EDPS 533 Spring 2014
  • 2. The purpose of the study is:  To examine the efficacy of using a digital technologies app (Wolfram Alpha) as a pedagogical tool for teaching students to plot quadratic equations.  An experimental design used.  Control group (no tech) and Experimental group (tech)  Traditional classroom approach and Wolfram Alpha app.
  • 3. Advantages use of technology:  Technology has had a powerful role in educational advantages such as ubiquity, portability, and flexibility for collaborative learning projects (Park, 2008).  Technology can enhance educational quality, make learning and teaching more engaging, and provide access to real life applications of the subject (Attard & Curry, 2012; Souter, 2001; Henderson & Yeow, 2012).  Mobile devices as powerful tools
  • 4. Disadvantages use of technology:  Lack of experience  Technical problems  Cost of technological tools is expensive (Meche, Ross, and Vincent, 2002; Merrill, 2001; Henderson & Yeow, 2012; Franklin & Peng, 2008 ).
  • 5.  Wolfram Alpha can be accessed independently on smart phones, tablets or computers (Dimiceli, Lang, Locke, 2010).  Easy to calculate mathematical equation as a computation engine  Easy to draw parabolic graphs.
  • 6. A set of power point slides which contained:  Real time applications of quadratic equations  Stepwise Derivation of the Quadratic Formula  Sample Solution for a given quadratic equation  Sample Graph for a given quadratic equation
  • 7. Practice Test:  Four questions to identify the correct graph (out of four options) for a given quadratic equation  Three questions to solve for the roots of quadratic equations Posttest:  Three questions to solve a quadratic equation  Two questions to plot a quadratic equation on a graph  One worded problem to check if they could translate their knowledge of quadratic equation to solve a real time problem
  • 8. 0 10 20 30 40 50 60 70 80 90 100 PRE PCT PST Mean Scores of Control & Experimental Groups Control Experiment
  • 9.  We found a significant difference between the scores of the practice tests between the control PCTc (M ± SD: 35.4188±39.27758) and experimental PCTe (M ± SD: 80.9571±22.41787) groups, ind.(13) =-2.699, p=.018, d=- 1.39695.  From this comparison we can draw two conclusions:  Both methods appear to be equally as effective as determined from the final scores  While the app helps students perform better on tests, their performance suffers without it  The app does not help the students to better understand the material; it merely reduces mistakes and time required
  • 10.  Small Sample Size. Hence, findings cannot be generalized to a broader community.  Participants had less amount of time to familiarize with the app.  Two back to back Math related studies may have induced a mental fatigue among participants.
  • 11.  http://www.merga.net.au/documents/Attar d_&_Curry_2012_MERGA_35.pdf  http://www.computer.org/csdl/proceedings/ hicss/2012/4525/00/4525a078.pdf
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