Students' Kinaesthetic Interactions with a Touch-Enabled Virtual Mapping Tool

Students' Kinaesthetic Interactions with a Touch-Enabled Virtual Mapping Tool

Theodosia Prodromou (University of New England, Australia), Maria Meletiou-Mavrotheris (European University Cyprus, Cyprus) and Andreas O. Kyriakides (European University Cyprus, Greece)
DOI: 10.4018/978-1-4666-8714-1.ch001
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Recent technology advances have substantially changed the way we teach and learn mathematics providing educators with opportunities for creating novel inquiry-based learning environments by increasing the range and sophistication of possible classroom activities. The affordances provided by mobile technologies can motivate students to engage in authentic problem solving activities that can promote their mathematical learning, and the attainment of important competencies essential in modern society. This chapter reports on the main experiences gained from a study that exploited affordances of tablet devices used by young students (11-year old). Findings from the study indicate that general purpose apps such as Recce that was employed in the current study can scaffold learning of the mathematics curriculum in educationally powerful ways that engage students and promote their mathematical growth.
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Since the introduction of the iPad in 2010, there has been a rapid adoption of tablet devices in educational institutions worldwide. The hegemony and dominance of fixed personal computers is diminishing quickly, making way for a variety of flexible, ubiquitous alternatives that have enormous implications for learning, within both formal and informal settings. We are in the midst of the time frame where tablets and smartphones are becoming standard learning tools, and adopting mobile devices in the classroom is becoming a must (Johnson et al., 2013).

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