Abstract
The purpose of the current study was to examine the preferred mobile learning features higher education Emirati students use to make sense of mathematics and to determine if these Emirati students valued a mobile device as an essential tool to learn mathematics. Both students and instructors used the Texas Instruments Nspire: Computer Algebra System (CAS) App in a semester mathematics course. The app has such features as enter expressions in proper mathematics notation, import images, dynamically linked notes, share work across platforms (emails, iTunes, Dropbox, etc.), and save documents to mobile device. Participates included sixty-three undergraduate students enrolled in a mathematics course at Zayed University (Dubai campus, United Arab Emirates). Based on a pre- and post-survey, students’ positive perspectives of mathematics increased, negative perspectives decreased, and instructor influence on mobile learning increased. The pre- and post-questionnaire revealed an increase in the participants’ opinion that mobile learning is an essential tool to help make sense of mathematics.
Highlights
Smartphone, iPad, and Android are sample mobile devices include features many K-12 mathematics teachers and educators use, such as texting, voice command, and multimedia capabilities
How are higher education faculty utilizing the features of mobile devices in the teaching and learning of university mathematics? For the current study, mobile learning is defined as the ability to learn anywhere at any time facilitated by mobile devices (Traxler, 2009)
The results showed an 8% increase in students who responded yes, a mobile device helped make sense of mathematics, 3% decrease in students who replied no, a mobile device did not help make sense of mathematics, and a 5% decrease in students who were undecided
Summary
Smartphone, iPad, and Android are sample mobile devices include features many K-12 mathematics teachers and educators use, such as texting, voice command, and multimedia capabilities. How are higher education faculty utilizing the features of mobile devices in the teaching and learning of university mathematics (not including courses solely for mathematics education majors or developmental mathematics courses, which prepare students for university level mathematics)? Mobile learning is defined as the ability to learn anywhere at any time facilitated by mobile devices (Traxler, 2009). Compared to laptops and computer workstations, mobile devices are cheaper, portable, and physically less obtrusive, especially during collaborative work (Allen, 2011). The popularity of mobile devices has prompted education reformers to shine a light on these mobile technologies as vehicles suitable for transforming education and learning for the 21st century (Allen, 2011). The National Council of Teachers of Mathematics (NCTM) (1998), in the Principles and Standards for School Mathematics, states “technology enriches the range and quality of investigations by providing a means of viewing mathematical ideas from multiple perspectives” (p. 25).
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