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Augmenting mathematics with mobile technology

Augmenting mathematics with mobile technology
Augmenting mathematics with mobile technology
This chapter describes two case examples of the use of mobile technology for
mathematics. Building on the assumption that mobile learning has a positive effect on student attitudes and academic outcomes, including STEM subjects (Hsi, 2007; Wu et al., 2012) we develop a theoretical lens for future studies for ‘mobile mathematics’. The two case examples describe how mobile technology could provide opportunities for ‘mathematics outside the classroom’. The first example describes a dynamic Ferris wheel, the second a static cathedral. Both examples demonstrate how ‘geo-location’ and ‘augmented reality’ features allow mobile technologies to bridge formal and informal mathematics learning (Lai, Khaddage and Knezek, 2013).
2211-8136
Springer
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Clark-Wilson, Alison
236d25ec-a2d9-47dc-8414-c36b7b3f69fd
Pittalis, Marios
ecaebb74-5524-47af-a36b-586f366bc5e2
Calder, Nigel
Larkin, Kevin
Sinclair, Nathalie
Bokhove, Christian, Clark-Wilson, Alison and Pittalis, Marios (2018) Augmenting mathematics with mobile technology In, Calder, Nigel, Larkin, Kevin and Sinclair, Nathalie (eds.) Using Mobile Technology in the Teaching and Learning of Mathematics. Springer (Mathematics Education in the Digital Era).

Bokhove, Christian, Clark-Wilson, Alison and Pittalis, Marios (2018) Augmenting mathematics with mobile technology In, Calder, Nigel, Larkin, Kevin and Sinclair, Nathalie (eds.) Using Mobile Technology in the Teaching and Learning of Mathematics. Springer (Mathematics Education in the Digital Era).

Record type: Book Section

Abstract

This chapter describes two case examples of the use of mobile technology for
mathematics. Building on the assumption that mobile learning has a positive effect on student attitudes and academic outcomes, including STEM subjects (Hsi, 2007; Wu et al., 2012) we develop a theoretical lens for future studies for ‘mobile mathematics’. The two case examples describe how mobile technology could provide opportunities for ‘mathematics outside the classroom’. The first example describes a dynamic Ferris wheel, the second a static cathedral. Both examples demonstrate how ‘geo-location’ and ‘augmented reality’ features allow mobile technologies to bridge formal and informal mathematics learning (Lai, Khaddage and Knezek, 2013).

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Accepted/In Press date: 18 July 2017
Published date: 2018

Identifiers

Local EPrints ID: 412599
URI: http://eprints.soton.ac.uk/id/eprint/412599
ISSN: 2211-8136
PURE UUID: aaa9f1a7-a673-45e1-8d83-4d9010651910
ORCID for Christian Bokhove: ORCID iD orcid.org/0000-0002-4860-8723

Catalogue record

Date deposited: 24 Jul 2017 16:32
Last modified: 24 Jul 2017 16:32

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Contributors

Author: Alison Clark-Wilson
Author: Marios Pittalis
Editor: Nigel Calder
Editor: Kevin Larkin
Editor: Nathalie Sinclair

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