Abstract
Although research into the use of mathematics apps in classrooms is becoming more common, robust research into Geometry apps is still in its infancy. Such research is particularly necessary in the case of Geometry apps where accurate and dynamic representations are critical in enhancing mathematical learning. This chapter begins to address the lack of research in this domain and presents findings from a qualitative and quantitative analysis of 53 Geometry apps initially selected from a broader range of apps available at the iTunes App Store. These findings indicate that the majority of the 53 apps were limited in their ability to assist students in developing Geometrical conceptual understanding. While this is of concern to educators there are, however, a small number of Geometry apps which would be most useful in teaching Geometry to primary aged students.
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Acknowledgments
This chapter develops further a paper presented at MERGA38, 2015. The author would like to sincerely thank Doctor Todd Milford (University of Victoria, Canada) for his assistance with the quantitative data analysis in this chapter.
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Appendix—Scoring Sheet Used to Evaluate the 53 Apps
Appendix—Scoring Sheet Used to Evaluate the 53 Apps
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Larkin, K. (2016). Geometry and iPads in Primary Schools: Does Their Usefulness Extend Beyond Tracing an Oblong?. In: Moyer-Packenham, P. (eds) International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives. Mathematics Education in the Digital Era, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-319-32718-1_11
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