Using Context-Aware Ubiquitous Learning to Support Students’ Understanding of Geometry

Helen Crompton

doi:10.5334/jime.aq

Abstract

In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde’s (2009), design-based research (DBR) methodology was used in this study. As a systematic yet flexible methodology, DBR utilizes an iterative cyclical process of design, implementation, analysis, and revision. Using this particular DBR methodology, a local instruction theory was developed that includes a set of exemplar curriculum activities and design guidelines for the development of context-aware ubiquitous learning activities. Data collection included semi-structured clinical interviews, observations, student artefacts, video recordings and lesson reflections. This study of technology is grounded in a subject content area (mathematics) so the researchers could clearly state the advantages of using this approach in an educational context. A review of the findings indicates that context-aware ubiquitous learning proved useful in avoiding many common errors and misconceptions that students have in learning these concepts, and students demonstrated growth in their understanding of angle and angle measure beyond what is typically expected. From this study, the researchers present four design guidelines and a full set of context-aware ubiquitous activities.

Highlights

The use of technology is becoming ubiquitous throughout today’s society
By using the mobile devices to take photographs of the angles, the students were able to first see the 3D angles which helped the students connect with the real-world angles
Context-Aware U-learning Activities that Extend and Enhance Students’ Understanding of Angle Using Scally’s interview, that matched students’ angle understanding to the van Hiele levels of geometric thinking (1957/1984) and using the other data from the mini cycle and retrospective analysis, the findings indicate that the context-aware u-learning activities did extend and enhance students’ understanding of angle concepts

Summary

Introduction

As philosophies and practice move toward learner-centred pedagogies, technology, in a parallel move, is able to provide new affordances to the learner, such as mobile learning (m-learning), that can be used to provide learning that is personalized, contextualized, and unrestricted by temporal and spatial constraints (Crompton 2013a). These affordances of m-learning are being explored by researchers and practitioners as a pedagogical approach for teaching and learning difficult concepts. Recent technological advancements have led to context-aware ubiquitous learning (context-aware u-learning; Hwang, Wu, & Chen 2007; Yang 2006), a form of mobile learning that provides a means by which users of mobile devices

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