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Table of Contents
Intro; Contents; About the Editors; 1 Mobile Technologies: How Might Using Mobile Technologies Reshape the Learning and Teaching of Mathematics?; References; Looking Across the Terrain; 2 Mathematics Apps-Stormy with the Weather Clearing: Using Cluster Analysis to Enhance App Use in Mathematics Classrooms; Abstract; Introduction; Literature Review; App Affordances; Generic Reviews of Apps; Study Design-Preparing the Data and Cluster Analysis; Target Population and Criteria for Inclusion; Materials and Procedures; Findings; Discussion; Types of Mathematics Knowledge
Cluster 2-Conceptual and Procedural KnowledgeCluster 4-Procedural and Declarative or Solely Procedural Knowledge; Cluster 7-Declarative Knowledge or Declarative and Minimal Procedural Knowledge; Miscellaneous-i.e. Non-clustered Apps; Limitations; Conclusion; Acknowledgements; References; 3 How Might Apps Reshape the Mathematical Learning Experience?; Abstract; Introduction; Methodology; Affordances; Collaboration; Socio-material Assemblages; Personalisation/Differentiation; The Weaving of Themes; Concluding Comments; References
4 Mobile Technologies in the Primary Mathematics Classroom: Engaging or Not?Abstract; Introduction; Theorising Engagement; How Are Teachers Using Mobile Technologies in Primary Mathematics Classrooms?; The Studies; Study 1; Study 2; Study 3; Mobile Technology to Enhance Pedagogical Relationships; Students' Backgrounds and Pre-existing Knowledge Are Acknowledged and Contribute to the Learning of Others; The Teacher Is Aware of Each Student's Mathematical Abilities and Learning Needs; Interaction Amongst Students and Between Teacher and Students Is Continuous
The Teacher Models Enthusiasm and an Enjoyment of Mathematics and Has a Strong Pedagogical Content KnowledgeFeedback to Students Is Constructive, Purposeful and Timely; Pedagogical Repertoires that Include Mobile Technologies; There Is Substantive Conversation About Mathematical Concepts and Their Applications to Life; Tasks Are Positive, Provide Opportunity for All Students to Achieve a Level of Success and Are Challenging for All; Technology Is Embedded and Used to Enhance Mathematical Understanding Through a Student-Centred Approach to Learning
Mobile Technologies in the Primary Mathematics Classroom: Engaging or Not?References; Traversing the Teaching and Learning Landscape; 5 When Robot A.L.E.X. Trains Teachers How to Teach Mathematics; Abstract; Introduction; Literature Review; Methodology; Conceptual Framework; Research Design: Scope and Context of Study; Phase I-Familiarization with Mobile Mathematics Learning; App A.L.E.X.; Phase II: Lesson Planning; Phase III: Lesson Implementation and Reflection; Instruments, Data Collection, and Analysis Procedure; Results
Cluster 2-Conceptual and Procedural KnowledgeCluster 4-Procedural and Declarative or Solely Procedural Knowledge; Cluster 7-Declarative Knowledge or Declarative and Minimal Procedural Knowledge; Miscellaneous-i.e. Non-clustered Apps; Limitations; Conclusion; Acknowledgements; References; 3 How Might Apps Reshape the Mathematical Learning Experience?; Abstract; Introduction; Methodology; Affordances; Collaboration; Socio-material Assemblages; Personalisation/Differentiation; The Weaving of Themes; Concluding Comments; References
4 Mobile Technologies in the Primary Mathematics Classroom: Engaging or Not?Abstract; Introduction; Theorising Engagement; How Are Teachers Using Mobile Technologies in Primary Mathematics Classrooms?; The Studies; Study 1; Study 2; Study 3; Mobile Technology to Enhance Pedagogical Relationships; Students' Backgrounds and Pre-existing Knowledge Are Acknowledged and Contribute to the Learning of Others; The Teacher Is Aware of Each Student's Mathematical Abilities and Learning Needs; Interaction Amongst Students and Between Teacher and Students Is Continuous
The Teacher Models Enthusiasm and an Enjoyment of Mathematics and Has a Strong Pedagogical Content KnowledgeFeedback to Students Is Constructive, Purposeful and Timely; Pedagogical Repertoires that Include Mobile Technologies; There Is Substantive Conversation About Mathematical Concepts and Their Applications to Life; Tasks Are Positive, Provide Opportunity for All Students to Achieve a Level of Success and Are Challenging for All; Technology Is Embedded and Used to Enhance Mathematical Understanding Through a Student-Centred Approach to Learning
Mobile Technologies in the Primary Mathematics Classroom: Engaging or Not?References; Traversing the Teaching and Learning Landscape; 5 When Robot A.L.E.X. Trains Teachers How to Teach Mathematics; Abstract; Introduction; Literature Review; Methodology; Conceptual Framework; Research Design: Scope and Context of Study; Phase I-Familiarization with Mobile Mathematics Learning; App A.L.E.X.; Phase II: Lesson Planning; Phase III: Lesson Implementation and Reflection; Instruments, Data Collection, and Analysis Procedure; Results