Abstract
This paper reports on a research project that examined the beliefs and attitudes of reluctant 16–18 year old learners when using apps in their numeracy and literacy programmes. Specifically, it is concerned with the student engagement and cognitive aspects of the numeracy section of the study. The use of apps enhanced student engagement with the numeracy tasks and transformed their attitudes towards mathematics from generally negative dispositions to positive and frequently enthusiastic ones. The visual and dynamic affordances of the apps influenced the nature of the student engagement. The use of apps shaped the learning experience in ways that differed from their prior experiences and engendered confidence and differentiation of the individual engagement. While there were greater than expected gains in mathematical understanding, this was conditional on the apps used and the pedagogical processes undertaken.
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