Mobile technology in mathematics classroom

Please download to get full document.

View again

All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
  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
Related documents
  • 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.  d_&_Curry_2012_MERGA_35.pdf  hicss/2012/4525/00/4525a078.pdf
  • Related Search
    We Need Your Support
    Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

    Thanks to everyone for your continued support.

    No, Thanks

    We need your sign to support Project to invent "SMART AND CONTROLLABLE REFLECTIVE BALLOONS" to cover the Sun and Save Our Earth.

    More details...

    Sign Now!

    We are very appreciated for your Prompt Action!