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A Mobile Application (App) Based on Realistic Mathematics Education: The Design of an Intervention Tool for Mathematics Teachers

A Mobile Application (App) Based on Realistic Mathematics Education: The Design of an Intervention Tool for Mathematics Teachers

Dorothy Joy Laubscher, A. Seugnet Blignaut, Hercules D. Nieuwoudt
Copyright: © 2021 |Pages: 21
ISBN13: 9781799869405|ISBN10: 1799869407|ISBN13 Softcover: 9781799869412|EISBN13: 9781799869429
DOI: 10.4018/978-1-7998-6940-5.ch005
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MLA

Laubscher, Dorothy Joy, et al. "A Mobile Application (App) Based on Realistic Mathematics Education: The Design of an Intervention Tool for Mathematics Teachers." Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities, edited by Chantelle Bosch, et al., IGI Global, 2021, pp. 88-108. https://doi.org/10.4018/978-1-7998-6940-5.ch005

APA

Laubscher, D. J., Blignaut, A. S., & Nieuwoudt, H. D. (2021). A Mobile Application (App) Based on Realistic Mathematics Education: The Design of an Intervention Tool for Mathematics Teachers. In C. Bosch, D. Laubscher, & L. Kyei-Blankson (Eds.), Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities (pp. 88-108). IGI Global. https://doi.org/10.4018/978-1-7998-6940-5.ch005

Chicago

Laubscher, Dorothy Joy, A. Seugnet Blignaut, and Hercules D. Nieuwoudt. "A Mobile Application (App) Based on Realistic Mathematics Education: The Design of an Intervention Tool for Mathematics Teachers." In Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities, edited by Chantelle Bosch, Dorothy Joy Laubscher, and Lydia Kyei-Blankson, 88-108. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6940-5.ch005

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Abstract

Persistent poor results in mathematics can be ascribed to the content being taught so that it is removed from reality. This chapter reports on the design of a mobile application based on the realistic mathematics education approach. A purposeful stratified sample yielded participants from a group of in-service teachers enrolled for a post-graduate degree in mathematics education. A qualitative design-based research method was followed. The research produced a mobile application which serves as an intervention tool for practicing mathematics teachers to make the content more relevant and realistic. Various design principles were also formulated that could assist in future mobile app design projects. The mobile application can be used in a blended learning context, especially in underprivileged communities since accessibility to mobile devices is common. The availability of the app for free on Google Play store has the potential to assist mathematics teachers and learners from any context to improve their achievement in mathematics.

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