Using Mobile Learning to Supports Students' Understanding in Geometry: A Design-Based Research Study

Authors

Helen Crompton, Old Dominion UniversityFollow

Document Type

Article

Publication Date

2017

Publication Title

Journal of Educational Technology & Society

Volume

20

Issue

3

Pages

207-219

Abstract

The use of mobile learning offers new affordances to teaching and learning. In this study, students from two fourth grade classes used iPads in dyads and groups to learn about angle. Using a design-based research methodology, which included observations, video, researcher journals, and artefact collection, a local instruction theory was developed on how students can learn about angle concepts through mobile learning activities. The local instruction theory is comprised of two components: (a) a seven lesson curriculum for 4th grade students on developing an early understanding of angle utilizing a mobile learning approach, and (b) additions to the scholarly theories, by providing a revised set of indicator behaviours for van Hiele levels of geometric thinking in regards to angle.

Comments

Article is open access under Creative Commons CC-BY-ND-NC 3.0 license.

(https://creativecommons.org/licenses/by-nc-nd/3.0/).

ORCID

0000-0002-1775-8219 (Crompton)

Original Publication Citation

Crompton, H. (2017). Using Mobile Learning to Supports Students' Understanding in Geometry: A Design-Based Research Study. Journal of Educational Technology & Society, 20(3), 207-219.

Repository Citation

Crompton, Helen, "Using Mobile Learning to Supports Students' Understanding in Geometry: A Design-Based Research Study" (2017). Teaching & Learning Faculty Publications. 43.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/43