Mobile Learning Features Preferred: An Examination of Students in The United Arab Emirates

Jason D. Johnson; Cara Williams

doi:10.29333/iejme/8325

Full Text (PDF)

Jason D. Johnson ¹ ^* , Cara Williams ²

More Detail

¹ Zayed University, UNITED ARAB EMIRATES² Emirates College for Advanced Education, UNITED ARAB EMIRATES^* Corresponding Author

Abstract

The purpose of the current study was to examine the preferred mobile learning features higher education Emirati students use to make sense of mathematics and to determine if these Emirati students valued a mobile device as an essential tool to learn mathematics. Both students and instructors used the Texas Instruments Nspire: Computer Algebra System (CAS) App in a semester mathematics course. The app has such features as enter expressions in proper mathematics notation, import images, dynamically linked notes, share work across platforms (emails, iTunes, Dropbox, etc.), and save documents to mobile device. Participates included sixty-three undergraduate students enrolled in a mathematics course at Zayed University (Dubai campus, United Arab Emirates). Based on a pre- and post-survey, students’ positive perspectives of mathematics increased, negative perspectives decreased, and instructor influence on mobile learning increased. The pre- and post-questionnaire revealed an increase in the participants’ opinion that mobile learning is an essential tool to help make sense of mathematics.

Keywords

Middle East
United Arab Emirates
TI-Nspire CAS App
university mathematics

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 3, Article No: em0596

https://doi.org/10.29333/iejme/8325

Publication date: 07 Jun 2020

Article Views: 1829

Article Downloads: 1577

Open Access References How to cite this article

References

Baya’a, N., & Daher, W., (2009). Student perceptions of mathematics learning using mobile phones. Teaching Mathematics and Its Applications. In L. Ricci & V. Boccardi (Eds.). Proceedings of the International Conference on Mobile and Computer Aided Learning (IMCL), 22-24 April (pp.1-9).
Bokhove, C., & Drijvers, P. (2010). Digital tools for algebra education: Criteria and evaluation. International Journal of Computers for Mathematical Learning, 15(1), 45-62. https://doi.org/10.1007/s10758-010-9162-x
Bokhove, C., & Drijvers, P. (2011). Effects of feedback conditions for an online algebra tool. In M. Joubert, A. Clark-Wilson, & M. McCabe (Eds.). Proceedings of the Tenth International Conference for Technology in Mathematics Teaching (ICTM) (pp. 81-86).
Bull, P. H., & McCormick, C. (2011). Mobile learning: Enhancing a pre-algebra course at a communitycollege with text messaging. International Journal of Instructional Technology and Distance Learning, 8(1), 25-36.
Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19(4-5), 514-527. https://doi.org/10.1080/09541440701326097
Cayton-Hodges, G. A., Feng, G., & Pan, X. (2015). Tablet-based math assessment: What can we learn from math apps? Educational Technology & Society, 18(2), 3-20.
Franklin, T., & Peng, L.-W. (2008). Mobile math: Math educators and students engage in mobile learning. Journal of Computing in Higher Education, 20(2), 69-80. https://doi.org/10.1007/s12528-008-9005-0
Glaser, B. G. (2001). The future of grounded theory. Grounded Theory Review, 1, 1-8. https://doi.org/10.4324/9780203793206-1
Harrison, T. R. (2013). The evaluation of iPad applications for the learning of mathematics (Masters of Science Thesis), North Carolina State University.
Hewitt, D. (2012). Young students learning formal algebraic notation and solving linear equations: Are commonly experienced difficulties avoidable? Educational Studies in Mathematics, 81(2), 139-159. https://doi.org/10.1007/s10649-012-9394-x
Johnson, J. D. (2010). Prospective middle grades teachers of mathematics using hand-held CAS technology to create rich mathematical task. Journal of Mathematical Sciences and Mathematics Education. 5, 42-54.
Kalloo, V., & Mohan, P. (2012). Correlation questionnaire data with actual usage of data in a mobile learning study for high school mathematics. The Electronic Journal of e-Learning, 10(1), 76-89.
Kiger, D., Herro, D., & Prunty, D. (2012). Examining the influence of a mobile learning intervention on third grade math achievement. Journal of Research on Technology in Education, 45(1), 61-82. https://doi.org/10.1080/15391523.2012.10782597
Kim, Y., Lim, C., Choi, H., & Hahn, M. (2012, August). Effects on training mathematics problem solving behaviors using a tablet computer. Paper presented at the 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), Hong Kong. https://doi.org/10.1109/TALE.2012.6360299
Loch, B., Galligan, L., Hobohm, C., & McDonald, C. (2011). Learner-centred mathematics and statistics education using netbook tablet PCs. International Journal of Mathematical Education in Science and Technology, 42(7), 939-949. https://doi.org/10.1080/0020739X.2011.611910
McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger III, H. L. (2011). Test enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103(2), 399-414. https://doi.org/10.1037/a0021782
Meyer, B. (2014). iPads in learning: The web of change. In M. B. Nunes & M. McPherson (Eds.), The International Conference on e-Learning. Proceedings of the Multi Conference on Computer Science and Information Systems (MCCSIS), Lisbon, Portugal, 15-19 July (pp. 13-20). International Association for Development of the Information Society.
Moyer-Packenham, P. S., Salkind, G., & Bolyard, J.J. (2008). Virtual manipulatives used by K-8 teachers for mathematics instruction: Considering mathematical, cognitive, and pedagogical fidelity. Contemporary Issues in Technology and Teacher Education, 8(3), 202-218.
NCTM. (1998). Principles and Standards of School Mathematics. Reston, VA: National Council of Teachers of Mathematics.
Peled, S., & Schocken, S. (2014). Mobile learning and early age mathematics. In I. A. Sánchez, & P. Isaías (Eds.), Proceedings of the 10^th International Conference on Mobile Learning 2014. Proceedings of the 10^th International Conference on Mobile Learning 2014, Madrid, Spain, 19 - 25 February (pp.19 - 25). International Association for Development of the Information Society (IADIS).
Polly, D. (2011). Technology to develop algebraic reasoning. Teaching Children Mathematics, 17(8), 472-478.
Rikala, J. (2014). Evaluating QR codes case studies using a mobile learning framework. In I. A. Sánchez, & P. Isaías (Eds.), Proceedings of the 10^th International Conference on Mobile Learning 2014. Proceedings of the 10^th International Conference on Mobile Learning 2014, Madrid, Spain, 19 - 25 February (pp. 199-206). International Association for Development of the Information Society (IADIS).
Roberts, N., & Vänskä, R. (2011). Challenging assumptions: Mobile learning for mathematics project in south Africa. Distance Education, 32(2), 243-259. https://doi.org/10.1080/01587919.2011.584850
Santos, I. M. (2013). Integrating personal mobile devices in teaching: The impact on student learning and institutional support. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2), 43-63.
Santos, I. M. (2014). Mobile devices in higher education classrooms: Challenges and opportunities. In J. Keengwe (Eds). Promoting active learning through the integration of mobile and ubiquitous technologies (pp. 37-54). https://doi.org/10.4018/978-1-4666-6343-5.ch003
Santos, I. M., & Ali, N. (2012). Beyond classroom: The uses of mobile phones by female students. International Journal of Information and Communication Technology Education, 8(2), 63-75. https://doi.org/10.4018/jicte.2012010107
Traxler. J. (2009). The evolution of mobile learning. In R. Guy (Ed.), The evolution of mobile teaching and learning (pp. 1-14). Santa Rosa, CA: Informing Science Press.
Tsuei, M., Chou, H.-Y., & Chen, B.-S. (2013). Measuring usability of the Mobile Mathematics curriculum-based measurement application with children. In A. Marcus (Ed.), Design, User Experience, and Usability. Health, Learning, Playing, Cultural, and Cross-Cultural User Experience (pp. 304-310). https://doi.org/10.1007/978-3-642-39241-2_34
Vavoula, G., & Sharples, M. (2009). Meeting the challenges in evaluating mobile learning: A 3-level evaluation framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. https://doi.org/10.4018/jmbl.2009040104
Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using mobile devices for teaching realistic mathematics in kindergarten education. Creative Education, 4(7A1), 1-10. https://doi.org/10.4236/ce.2013.47A1001
Zelkowski, J. (May, 2011). The TI-Nspire CAS: A happy-medium mobile device for Grades 8-16 mathematics classrooms. TechTrends: Linking Research and Practice to Improve Learning, 55(3), 40-47. https://doi.org/10.1007/s11528-011-0496-6

How to cite this article

APA

Johnson, J. D., & Williams, C. (2020). Mobile Learning Features Preferred: An Examination of Students in The United Arab Emirates. International Electronic Journal of Mathematics Education, 15(3), em0596. https://doi.org/10.29333/iejme/8325

Vancouver

Johnson JD, Williams C. Mobile Learning Features Preferred: An Examination of Students in The United Arab Emirates. INT ELECT J MATH ED. 2020;15(3):em0596. https://doi.org/10.29333/iejme/8325

AMA

Johnson JD, Williams C. Mobile Learning Features Preferred: An Examination of Students in The United Arab Emirates. INT ELECT J MATH ED. 2020;15(3), em0596. https://doi.org/10.29333/iejme/8325

Chicago

Johnson, Jason D., and Cara Williams. "Mobile Learning Features Preferred: An Examination of Students in The United Arab Emirates". International Electronic Journal of Mathematics Education 2020 15 no. 3 (2020): em0596. https://doi.org/10.29333/iejme/8325

Harvard

Johnson, J. D., and Williams, C. (2020). Mobile Learning Features Preferred: An Examination of Students in The United Arab Emirates. International Electronic Journal of Mathematics Education, 15(3), em0596. https://doi.org/10.29333/iejme/8325

MLA

Johnson, Jason D. et al. "Mobile Learning Features Preferred: An Examination of Students in The United Arab Emirates". International Electronic Journal of Mathematics Education, vol. 15, no. 3, 2020, em0596. https://doi.org/10.29333/iejme/8325