Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations
Research output: Contribution to journal › Article › Scientific › peer-review
|Number of pages||12|
|Journal||British Journal of Educational Technology|
|Early online date||2017|
|Publication status||Published - Mar 2019|
|Publication type||A1 Journal article-refereed|
Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strongpredictor of rational number conceptual development in late primary school. Thepresent study outlines an intervention program that examines the possibilities toenhance late primary school students’ SFOR tendency. The intervention programharnessed mobile technology in order to allow students to explore and identifyquantitative relations in their everyday environment, including situations outside ofthe classroom. A total of 38 thirteen-year-olds from two classrooms participated in theseven-week long quasi-experimental study. One classroom spent five lessons over fiveweeks participating in activities which involved uncovering, defining and describingmultiplicative relations in their everyday surroundings. In comparison to a business-as-usual control group, results show the intervention to be successful in enhancing SFORtendency. These results suggest that it is possible to utilize mobile technologies toenhance students’ awareness of the possibilities to use quantitative relations as explicittargets of focusing and reasoning in nonexplicitly mathematical situations.