Mathematics and Mobile Learning

This paper argues for an approach to mobile learning that leverages students’ informal digital practices as resources for designing mathematics classrooms activities. We briefly describe two exploratory designs along these lines, one featuring the use of photos taken by students outside class and the other centered on their recording and analyzing videos of motion. We then present a case study analysis of two students working through portions of these activities in class and discuss the potential of the approach as well as challenges associated with its implementation.

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