Abstract
Using technological devices, particularly the tablet and the collaborative work establishes favorable relationships in mathematics teaching and learning. Being a device with numerous possibilities of interaction, communication, and personal practicalities, the tablet collaborates with people’s life in an increasingly globalized world. This research presents the theoretical framework of activity theory as an analytical basis both on uses and interactions of the tablet in a math class in high school. Students’ reaction and manifestation in solving proposed problems involving concepts of elementary functions are also examined. Research was conducted in a private high school from São Paulo’s east side and entailed three classes from the first year. It was verified that the students organized themselves collaboratively in order to reach the results proposed in the activities. Activity Theory is presented as a structure that reveals the interaction elements between subject and object (students – tablet – application) towards math learning.
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Araujo, C.F., Dias, E.J., Ota, M.A. (2014). The Tablet Motivating Mathematics Learning in High School. In: Kalz, M., Bayyurt, Y., Specht, M. (eds) Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. mLearn 2014. Communications in Computer and Information Science, vol 479. Springer, Cham. https://doi.org/10.1007/978-3-319-13416-1_5
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DOI: https://doi.org/10.1007/978-3-319-13416-1_5
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