101,911 research outputs found
El uso de aplicaciones móviles en el aprendizaje de las matemáticas: una revisión sistemática: The use of mobile applications in mathematics education: a systematic review
The use of mobile applications in the classroom is considered a powerful educational tool for improving learning processes. This article sets out to conduct a systematic review of the current literature on the benefits of mobile applications as potential educational tools in the acquisition of early mathematical competence. From this perspective, a systematic literature search from relevant international databases was conducted in order to find papers published in journals or conference proceedings from January 2015 onwards. These data have been classified to obtain a description of the characteristics and the results of mobile applications. 1329 references were identified in database searches and 25 of these papers met the inclusion criteria. The main conclusion shows how, the use of mobile applications in the mathematics classroom has positive effects on students’ performance, motivation and learning results, at both early childhood and primary levels.Resumen:
El uso de aplicaciones móviles educativas en las aulas se proyecta como una herramienta para mejorar el rendimiento en matemáticas. El objetivo del presente trabajo es realizar una revisión sistemática centrada en los beneficios que su uso puede aportar en la adquisición de la competencia matemática temprana. Se ha realizado una revisión sistemática de la literatura publicada en bases de datos nacionales e internacionales, desde enero 2015. Los datos se han clasificado dando lugar a una descripción de estas aplicaciones móviles. Los resultados iniciales facilitaron 1329 referencias, identificando únicamente 25 de estos estudios dentro de los criterios de inclusión prefijados. La mayorÃa de las evidencias informan de un impacto positivo tras el uso de las aplicaciones móviles educativas en el aula, tanto en el rendimiento y la motivación como en las actitudes de aprendizaje de los estudiantes en el área de matemáticas.
Palabras clave: aplicación móvil; dispositivo móvil; enseñanza multimedia; enseñanza de las matemáticas; aprendizaje electrónico.
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Abstract:
The use of mobile applications in the classroom is considered a powerful educational tool for improving learning processes. This article sets out to conduct a systematic review of the current literature on the benefits of mobile applications as potential educational tools in the acquisition of early mathematical competence. From this perspective, a systematic literature search from relevant international databases was conducted in order to find papers published in journals or conference proceedings from January 2015 onwards. These data have been classified to obtain a description of the characteristics and the results of mobile applications. 1329 references were initially identified in database searches and 25 of these papers met the inclusion criteria. The main conclusion shows how, the use of mobile applications in the mathematics classroom has positive effects on students’ performance, motivation and learning results, at both early childhood and primary levels.
Keywords: Mobile applications; mobile devices; M-learning; mathematics education
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Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series
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Introduction to location-based mobile learning
[About the book]
The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning
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Augmenting the field experience: a student-led comparison of techniques and technologies
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project
Maths Apps index #maths4us Project Report
This report provides an overview of the Maths Apps index project led by the Association for Learning Technology (ALT) as part of the maths4us initiative during 2012/13
Using Mobile Devices for Improving Learning Outcomes and Teachers’ Professionalization
Teaching in higher education is changing due to the influence of technology. More and more
technological tools are replacing old teaching methods and strategies. Thus, mobile devices are being
positioned as a key tool for new ways of understanding educational practices. The present paper
responds to a systematic review about the benefits that mobile devices have for university students’
learning. Using inclusion and exclusion criteria in theWeb of Science and Scopus databases, 16 articles
were selected to argue why Mobile learning (Mlearning) has become a modern innovative approach.
The results point to an improvement in students’ learning through Mlearning, factors that encourage
the use of mobile devices in universities have been identified, and e ective mobile applications in
improving teaching and learning processes have been presented. The inclusion of this methodology
requires a new role for teachers, whose characterization is also specified
Mobile learning: benefits of augmented reality in geometry teaching
As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the
field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio
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