Incorporating the iPad2 in the Mathematics Classroom: Extending the Mind into the Collective

International Journal of Engineering Pedagogy

ARTICLE

Armando Paulino Preciado Babb¹ 

[1] Galileo Educational Network and University of Calgary

关键词: Embodied cognition;    iPad;    Mathematics;    Problem solving;    Technology.;   

DOI  :  10.3991/ijep.v2i2.2084

来源: International Society for Engineering Education (IGIP), Kassel University Press

【 摘 要 】

Doubtlessly, mathematics is one of the most important subjects in education from K to 12 levels especially for students interested in eventually pursuing undergraduate studies in the fields of science and technology. As it has been argued in mathematics education research, not only the content, but also the form in which students learn is important for mathematics learning. Particularly, an inquiry approach permeates through the mathematics curriculum of several countries around the world. Additionally, the use of technology to learn mathematics has been increasing in the last decades, requiring teachers and professionals in education to constantly explore and learn new possibilities or affordances in the classroom. The purpose of this paper is to initiate a discussion about the possible and complex forms of interaction among students, teacher, mathematical tasks, and the electronic tablet (iPad2) in an inquiry learning environment. An experience from a grade 10 classroom is used as a context to exemplify these interactions.

【 授权许可】

Unknown