Pretesting mathematical concepts with the mobile phone: Implications for curriculum design

Rita Ndagire Kizito

doi:10.19173/irrodl.v13i1.1065

Abstract

<p>One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instruction. This means that both the weak and more advanced students receive the same level of support since there is no mechanism for differentiating their learning needs. This paper describes the characteristics of a diagnostic test aimed at determining student understanding of the basic calculus concepts of the derivative and the integral, using the mobile phone as the method of delivery. As a proof-of-concept exercise, 10 questions designed to test concept attributes and procedural knowledge involving the two basic calculus concepts were given to a sample of 30 students at the beginning of the course. The implications for curriculum design were then analysed in terms of the didactical functionalities and the communication strategy that could be developed with reference to the mobile phone.</p><em></em>

Highlights

One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module
The results indicate the Pretesting Mathematical Concepts with the Mobile Phone: Implications for Mobile Design Kizito areas you need to revise before joining the course
Mobile learning is a very broad term that is used in different contexts and that involves a number of mobile devices such as mobile phones, personal digital assistants (PDAs), various forms of handheld devices, and even notebooks

Summary

Introduction

One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instruction. This means that both the weak and more advanced students receive the same level of support since there is no mechanism for differentiating their learning needs. The results indicate the Pretesting Mathematical Concepts with the Mobile Phone: Implications for Mobile Design Kizito areas you need to revise before joining the course. In the South African distance education environment, where the majority of students cannot afford access to web-based learning, the use of a mobile learning strategy seems to be a viable and rational alternative for providing instructional support. Not enough research has been conducted to identify the actual functionalities that should be targeted when designing instruction using the mobile device in teaching

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