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A theoretical grounding of learning mathematics in authentic real-world contexts supported by mobile technology
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2012 (English)In: Proceedings of the IADIS International Conference Mobile Learning / [ed] Inmaculada Arnedillo Sánchez and Pedro Isaías, 2012Conference paper, Published paper (Refereed)
Abstract [en]

The problems associated with de-contextualized learning are prominently accentuated in abstract and strongly formalized educational subjects such as mathematics. As means to overcome these problems, the research domain of mathematics education has repeatedly called for situated, embodied and multimodal ways of learning. Interestingly, with the emergence of mobile learning, and through the affordances of mobile technology, opportunities are offered to extend the education of mathematics to authentic contexts for these kinds of learning practices. In this paper we give an account of theories on situated learning/cognition, multimodality, and embodied learning, and present four empirical studies on mobile mathematical learning characterized according to these theories. The paper contributes with a theoretical grounding for mobile mathematical learning.

Place, publisher, year, edition, pages
2012.
National Category
Information Systems
Research subject
Man-Machine-Interaction (MMI)
Identifiers
URN: urn:nbn:se:su:diva-86331ISBN: 978-972-8939-66-3 (print)OAI: oai:DiVA.org:su-86331DiVA: diva2:586635
Conference
IADIS International Conference Mobile Learning 2012, Berlin, Germany, 11-13 March 2012
Available from: 2013-01-12 Created: 2013-01-12 Last updated: 2016-02-03Bibliographically approved

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