Abstract
Designing and implementing tasks for student mathematical learning has been well researched; however, the task design principles within mobile technology environments that promote students’ mathematical learning have received limited consideration. This study shares a theoretical framework for designing and implementing cognitively demanding mathematical tasks for the use of mobile devices. The framework consists of three phases: Content and technological environment evaluation, Task design, and Task implementation. In the content and technological environment evaluation phase, teachers will define the lesson objective, technological environment, and types of investigations. This chapter provides a collection of ready-made resources for m-learning and m-learning implementation ideas that teachers can use during the second phase, Task design. The last phase in the model, Task implementation, involves defining rules, roles, and responsibilities, as well as anticipated social interactions and cognitive processes. This framework addresses different phases and variables for designing and implementing a mathematical task for m-learning. It can be adapted for other subject areas as it discusses general task design and implementation process. The ready-made resources for m-learning that are collected in this chapter can be found on the authors’ websites, where they will be periodically updated.
References
Attewell, Jill. 2005. From research and development to mobile learning: Tools for education and training providers and their learners. http://www.mlearn.org.za/CD/papers/Attewell.pdf. Retrieved on Aug. 24, 2014.
Bennett, Neville, and Charles Desforges. 1988. Matching classroom tasks to students’ attainments. Elementary School Journal 88(5): 221–234. ERIC Number: EJ366490.
Calleja, James. 2013. Mathematical investigations: The impact of students’ enacted activity on design, development, evaluation and implementation. In Proceedings of ICMI Study 22, vol. 1, ed. Claire Margolinas, 165–174. Oxford: International Commission on Mathematics Instructions.
Chan, Yip-Cheung, and Allen Leung. 2013. Rotational symmetry: Semiotic potential of a transparency toolkit. In Task design in mathematics education. Proceedings of ICMI Study 22, vol. 1, ed. Claire Margolinas, 37–46. Oxford: International Commission on Mathematics Instructions.
Chen, Baiyun, and Aimee Denoyelles. 2013. Exploring students’ mobile learning practices in higher education. EDUCAUSE Review Online. http://www.educause.edu/ero/article/exploring-students-mobile-learning-practices-higher-education. Accessed May 2014.
Chu, Hui-Chun, Gwo-Jen Hwang, Chin-Chung Tsai, and Judy C.R. Tseng. 2010. A two-tier test approach to developing location-aware mobile learning system for natural science course. Computers & Education 55(4): 1618–1627. doi:10.1016/j.compedu.2010.07.004.
Conole, Grainne. 2004. E-Learning: The Hype and the Reality. Journal of Interactive Media in Education 2004(2):21, doi: http://dx.doi.org/10.5334/2004-12
Dillenbourg, Pierre. 1999. What do you mean by collaborative learning? In Collaborative learning: Cognitive and computational approaches, ed. Pierre Dillenboug, 1–19. Oxford: Elsevier.
Doyle, Walter. 1983. Academic work. Review of Educational Research 53(2): 159–199.
Doyle, Walter. 1988. Work in mathematics classes: The context of students’ thinking during instruction. Educational Psychologist 23(2): 167–180.
Engeström, Yrjö. 2000. Comment on Blackler et al activity theory and the social construction of knowledge: A story of four umpires. Organization – The Interdisciplinary Journal of Organisation Theory and Society Studies 7(2): 301–310. doi:10.1177/135050840072006.
Gay, Geneva. 2002. Preparing culturally responsive teaching. Journal of Teacher Education 53(2): 106–116.
Goundar, Sam. 2011. What is the potential impact of using mobile devices in education? In Proceedings of SIG GlobDev fourth annual workshop. Shanghai: Routledge Taylor & Francis Group.
Graham, Charles R. 2004. Blended learning systems: Definition, current trends, and future directions. In Handbook of blended learning: Global perspectives, local designs, ed. Curtis J. Bonk and Charles R. Graham. San Francisco: Pfeiffer Publishing.
Grasso, Antonella, and Teresa Roselli. 2005. Guidelines for designing and developing contents for mobile learning. In Proceedings of the IEEE international workshop on wireless and mobile technologies in education, 123–127. Washington, DC: IEEE Computer Society.
Henningsen, Majorie, and Mary Kay Stein. 1997. Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education 28(5): 524–549. doi:10.5121/ijcsit.2010.2407.
Jones, Calvert, and Patricia Wallace. 2007. Networks unleashed: Mobile communication and the evolution of networked organizations. In Displacing place: Mobile communication in the 21st century, ed. Sharon Kleinman. New York: Peter Lang.
Kalloo, Vani, and Permanand Mohan. 2013. An exploration of mobile learning to enhance student performance in high school mathematics. In Handbook of mobile education, ed. Zane L. Berge and Lin Muilenburg, 459–472. New York: Routledge.
Keough, Mark. 2005. 7 reasons why m-learning doesn’t work. http://www.mlearn.org.za/CD/papers/McMillan-Keough.pdf
Keramati, Abbas, Masoud Afshari-Mofrad, and Ali Kamrani. 2011. The role of readiness factors in E-learning outcomes: An empirical study. Computers & Education 57: 1919–1929. doi:10.1016/j.compedu.2011.04.005.
Knott, Libby, Jo Olson, Anne Adams, and Rob Ely. 2013. Task design: Supporting teachers to independently create rich tasks. In Proceedings of ICMI study 22, vol. 2, ed. Claire Margolinas, 601. Oxford: International Commission on Mathematics Instructions.
Koole, Marguerite L. 2009. A model for framing mobile learning. Mobile Learning: Transforming the Delivery of Education and Training 1(2): 25–47.
Kushnir, Lena Paulo. 2009. The negative effects of computer experience on e-Learning: A resource approach to understanding learning outcomes. In 4th international conference on e-learning. Toronto: Academic Conferences.
Lin, Pi-Jen, and Wen-Huan Tsai. 2013. A task design for conjecturing in primary classroom contexts. Task design in mathematics education. In Proceedings of ICMI study 22, vol. 1, ed. Claire Margolinas, 251–260. Oxford: International Commission on Mathematics Instructions.
Mahamad, Saipunidzam, Mohammad Noor Ibrahim, and Shakirah Mohd Taib. 2010. M-learning: A new paradigm of learning mathematics in Malaysia. International Journal of Computer science & Information technology (IJCSIT) 2(4): 76–86.
Martin, Lee, and Pamela Gourley-Delaney. 2013. Students’ images of mathematics. Instructional Science. doi:10.1007/s11251-013-9293-2.
Mishra, Punya, and Matthew J. Koehler. 2006. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 108(6): 1017–1054.
Muyinda, Paul B. 2007. M-learning: Pedagogical, technical, and organizational hypes and realities. Campus-Wide Information Systems 24(2): 97–104. doi:10.1108/10650740710742709.
Namiki, Rina, and Yoshinori Shimizu. 2012. On the nature of mathematics in the sequence of lessons. Paper presented at the 12th international congress on mathematical education (ICME12). TSG 31. 8–15 July 2012, COEX, Seoul.
National Council of Teachers of Mathematics. 1991. Professional standards for teaching mathematics. Reston: Author.
National Council of Teachers of Mathematics. 2014. Half angle. http://illuminations.nctm.org/Activity.aspx?id=4149. Accessed May 2014.
Ng, Wan, and Howard Nicholas. 2009. Introducing pocket PCs in schools: Attitudes and beliefs in the first year. Computers & Education 52(2): 470–480.
Ohio Resource Center. 2014. Ohio Resource Center > Record #8911 > Concurrent events: An exploration of the points of concurrency in a triangle using geometer’s sketchpad. http://ohiorc.org/record/8911.aspx. Accessed June 2014.
Parsons, David. 2010. The Zen of mobile learning: Turning the eye inward. International Journal of Mobile and Blended Learning 2(2): 50–57.
Patten, Bryan, Arnedillo Inmaculada Sanchez, and Brenden Tnageny. 2006. Designing collaborative, constructionist and contextual applications for handheld devices. Computers & Education 46(3): 294–308.
Roschelle, Jeremy, and Roy Pea. 2002. A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology 1(1): 145–168.
Shih, Ju-Ling, Hui-Chun Chu, Gwo-Jen Hwang, and Kinshuk. 2011. An investigation on attitudes of students and teachers for participating in a context-aware ubiquitous learning activity. British Journal of Educational Technology 42(3): 373–394.
Shuler, Carly. 2009. Pockets of potential: Using mobile technologies to promote children’s learning. http://www.joanganzcooneycenter.org/wp-content/uploads/2010/03/pockets_of_potential_1_.pdf . Accessed May 2014.
Stein, Mary Kay, Margaret Smith, Marjorie Henningsen, and Edward Silver. 2000. Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press.
Suzuki, Kyoko, and Delwyn L. Harnisch. 1995. Measuring cognitive complexity: An analysis of performance-based assessment in mathematics. Paper presented at the 1995 annual meeting of the American Educational Research Association, San Francisco, 18–12 Apr. ERIC Document Reproduction Service No. ED 390924.
Swan, Malcolm. 2007. The impact of task-based professional development on teachers’ practices and beliefs: a design research study. Journal of Mathematics Teacher Education 10: 217–237. doi:10.1007/s10857-007-9038-8.
Tsai, I.-Hsueh, Shelley Shwu-Ching Young, and Chia-Hang Liang. 2005. Exploring the course development model for the mobile learning context: A preliminary study. In Proceedings of the fifth IEEE international conference on advanced learning technologies, 437–439. Washington, DC: IEEE Computer Society.
Tsakonas, Giannis, and Christos Papatheodorou. 2008. Exploring usefulness and usability in the evaluation of open access digital libraries. Information Processing and Management 44(3): 1234–1250.
Tseng, Judy C. R., Gwo-Jenhwang Hwang, and Ying Chan. 2005. Improving learning efficiency for engineering courses in mobile learning environments. Retrieved from http://www.wseas.us/e-library/conferences/2005athens/ee/papers/507-124.pdf. Retrieved on Aug. 24, 2014
White, Tobin, and Lee Martin. 2014. Mathematics and mobile learning. TechTrends 58(1): 64–70.
Zurita, Gustavo, and Miguel Nussbaum. 2004. Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education 42(3): 289–314.
Zurita, Gustavo, and Miguel Nussbaum. 2007. A conceptual framework based on activity theory for mobile CSCL. British Journal of Educational Technology 38(2): 211–235. doi:10.1111/j.1467-8535.2006.00580.x.
Zurita, Gustavo, Miguel Nussbaum, and Rodrigo Salinas. 2005. Dynamic grouping in collaborative learning supported by wireless handhelds. Educational Technology & Society 8(3): 149–161.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer-Verlag Berlin Heidelberg
About this entry
Cite this entry
Lee, HJ., Kautz, J. (2015). Designing Mathematical Tasks Within Mobile Learning Environments. In: Zhang, Y. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41981-2_32-1
Download citation
DOI: https://doi.org/10.1007/978-3-642-41981-2_32-1
Received:
Accepted:
Published:
Publisher Name: Springer, Berlin, Heidelberg
Online ISBN: 978-3-642-41981-2
eBook Packages: Springer Reference Social SciencesReference Module Humanities and Social SciencesReference Module Business, Economics and Social Sciences