Abstract
When a group of students come together to engage in negotiation about mathematical ideas and activities, they draw on each other’s cultural experiences for a shared understanding of mathematical meanings. This chapter considers how mobile technologies, along with children’s collaborative engagements, can enhance mathematical learning. We adapted previous findings regarding touchscreen -based interactions to assess and analyse how mathematical learning occurs when learners interact with mobile technologies and with their peers. We also utilized StudioCode software to analyse children’s interactions with a mathematical tool in order to better understand their collaborative practices and how they reflect using touchscreen -based devices. Our conclusions emerge from children's use of an iPad application called TouchCounts, which aims to develop number sense . Overall, we found that the one-to-one multimodal touch, sight, and auditory feedback via a touchscreen mobile device served to assist children’s collaborative engagement and helped children develop their number sense .
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Notes
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Suppose x is the greatest natural number, then there is x + 1 that x + 1 > x (proof by contradiction).
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Sedaghatjou, M., Rodney, S. (2018). Collaborative Engagement Through Mobile Technology in Mathematics Learning. In: Calder, N., Larkin, K., Sinclair, N. (eds) Using Mobile Technologies in the Teaching and Learning of Mathematics. Mathematics Education in the Digital Era, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-90179-4_7
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