The ubiquity of mobile devices together with the potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. The goal of this research was to evaluate student engagement in a series of mobile learning activities. The research was a mixed method study using the micro, meso and macro (M3) evaluation framework. Twenty-four Primary 7 students participated in the study. The mobile learning activities were found to have facilitated visualisation, encouraged reflection and promoted active learning. However, some issues regarding mobile use has affected student engagement with the activity. The challenges identified highlighted the role teachers play in designing and carrying out novel technology use.
|Title of host publication||Congress of the European Society for Research in Mathematics Education|
|Place of Publication||Utrecht, the Netherlands|
|Publisher||Freudenthal Group & Freudenthal Institute, Utrecht University and ERME|
|Publication status||Published - 10 Jan 2020|
|Event||Congress of the European Society for Research in Mathematics Education - Utrecht, Utrecht, Netherlands|
Duration: 6 Feb 2019 → 10 Feb 2019
|Conference||Congress of the European Society for Research in Mathematics Education|
|Period||6/02/19 → 10/02/19|
- mobile learning
- mathematics education
- technology enhanced learning
- issues of mobile learning
- student engagement
Fabian, K. (2020). Student engagement in mobile learning: breakdowns and breakthroughs. In UT. Jankvist (Ed.), Congress of the European Society for Research in Mathematics Education Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.