Abstract
Seeking a systematic combination of the pedagogical model of m-learning with the Realistic Mathematics Education (RME) approach, this study concerns the use of math trail as a learning activity model that can take the advantages of mobile computing devices for the design of effective learning experiences in an authentic context. The paper presents the design and the case study of the first pilot implementation of a math trail, using mobile devices for primary school students. In this math trail, the students are guided, through a digital map, to a sequence of preselected sites of a park where they solve specially designed math problems using data from the environmental context. The students measure real objects’ dimensions either with conventional instruments or by measurement applications of their tablet. According to the findings of the study, students solved the puzzles by applying mathematical knowledge, discussion and collaboration. The students applied and reinforced their knowledge through an effective and engaging learning activity. Moreover, the students were puzzled about the differences of the measurements by conventional and digital instruments and this confusion triggered social negotiation. Further research is needed for a grounded theory development about m-learning design for RME.
Highlights
The widespread use of various kinds of mobile devices (e.g. Tablet PC, Smartphones, iPad) and their integration into the daily life of children have created new facts on the potential of the pedagogical model of mobile learning (m-learning)
We focus on the learning design of meaningful m-learning activities for elementary school mathematics
This paper proposes the use of the math trail as a learning activity model for systematic mobile learning design for mathematical education [4] in elementary school students
Summary
The widespread use of various kinds of mobile devices (e.g. Tablet PC, Smartphones, iPad) and their integration into the daily life of children have created new facts on the potential of the pedagogical model of mobile learning (m-learning). More and more students have their own mobile device, which they use frequently and bring it to school. Due to the extensive use of technology inside and outside the school settings, today's children are classified as "i-generation students" [1]. The broad use of mobile devices creates new challenges for the learning design. Learning technology researchers and teachers are trying to integrate mobile devices into schools in a meaningful way. We focus on the learning design of meaningful m-learning activities for elementary school mathematics. The authors are interiJEP ‒ Vol 8, No 2, 2018
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