Abstract
Traditionally, research on technology in mathematics education focuses on interactions between the user and the technology, but little is known about how technology can facilitate face-to-face interaction among students. We will explore the role that iPads versus traditional laptops play in shaping the learning spaces in which students explore concepts in business calculus. We will present a system for coding student interactions with the technology and fellow classmates during classroom observations. Our main result is that introducing the iPad, a portable device with a tactile interface and intuitive applications, enhances collaboration by allowing students to transition back and forth from private to public learning spaces.
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