Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context

Lizzet Morales-Garcia; Catalina Navarro Sandoval; María del Socorro García González

doi:10.29333/ejmste/11708

Full Text (PDF)

Lizzet Morales-Garcia ¹ ^* , Catalina Navarro Sandoval ¹ , María del Socorro García González ¹

More Detail

¹ Autonomous University of Guerrero, MEXICO^* Corresponding Author

Abstract

The aim of this research is to propose indicators of epistemic and mediational suitability to assess tasks designed in a mobile learning context, using theoretical and methodological elements of the onto-semiotic approach (OSA) and the SAMR model (substitution, augmentation, modification, and redefinition). With these indicators, 110 tasks designed by two Mexican teachers are evaluated, for the teaching of the natural number in primary education. Some results indicate that the situation-problems addressed the meanings of numerical sequence, operational, ordinal, and measure, and that 56% of the tasks were located at the substitution level. Some implications derived from the research are that the mathematical content can be complemented by including other representations of the natural number and that the design of tasks that are positioned at the modification and redefinition levels should be encouraged. The foregoing serves as a basis for the design and assessment of mobile content for the natural number concept.

Keywords

epistemic suitability
mediational suitability
mobile learning
natural number

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 3, Article No: em2083

https://doi.org/10.29333/ejmste/11708

Publication date: 09 Feb 2022

Article Views: 1656

Article Downloads: 814

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Aguilar, M. S., & Puga, D. E. (2015). Mobile help seeking in mathematics: An exploratory study with Mexican engineering students. In H. Crompton, & J. Traxler (Eds.), Mobile learning and mathematics. foundations, design, and case studies (pp.176-186). Routledge.
Alcalde Esteban, M., Pérez Serrano, I., & Lorenzo, G. (2014). Los números naturales en el aula de primaria [Natural numbers in the primary school classroom]. Universidad Jaume I. https://doi.org/10.6035/Sapientia90
Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education, 121, 30-58. https://doi.org/0.1016/j.compedu.2018.02.006
Beltrán-Pellicer, P., Giacomone, B., & Burgos, M. (2018). Online educational videos according to specific didactics: The case of mathematics. Cultura y Educación, 30(4), 633-662. https://doi.org/10.1080/11356405.2018.1524651
Beltrán-Pellicer, P., Medina, A., & Quero, M. (2018). Movies and TV series fragments in mathematics: epistemic suitability of instructional designs. International Journal of Innovation in Science and Mathematics Education, 26(1), 16-26.
Benali, M., & Ally, M. (2020). Towards a conceptual framework highlighting mobile learning challenges. International Journal of Mobile and Blended Learning, 12(1), 51-63. https://doi.org/10.1111/jcal.12505
Borba, M. C., Askar, P., Engelbrech, J., Gadanidis, G., Linares, S., & Sánchez, M. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM Mathematics Education, 48(5), 589-610. https://doi.org/10.1007/s11858-016-0798-4
Brazuelo, F., & Gallego, D. J. (2014). Estado del mobile learning en España [The state of mobile learning in Spain]. Educar em Revista [Educate in Magazine], 4, 99-128. https://doi.org/10.1590/0104-4060.38646
Breda, A., & Lima, V. M. (2016). Estudio de caso sobre el análisis didáctico realizado en un trabajo final de un máster para profesores de matemáticas en servicio [Study of a case about the didactic analysis carried out on a final master´s thesis for in-service mathematics teachers]. REDIMAT, 5(1), 74-103. https://doi.org/10.17583/redimat.2016.1955
Breda, A., Font, V., & Pino-Fan, L. R. (2018). Criterios valorativos y normativos en la didáctica de las matemáticas: El caso del constructo idoneidad didáctica [Evaluative and normative criteria in mathematics didactics: The case of the construct of didactic suitability]. Bolema, 32(60), 255-278. https://doi.org/10.1590/1980-4415v32n60a13
Castro, W. F., Pino-Fan, L. R., Lugo-Armenta, J. G., Toro, J. A., & Retamal, S. (2020). A mathematics education research agenda in Latin America motivated by coronavirus pandemic. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), em1919. https://doi.org/10.29333/ejmste/9277
Cervantes-Barraza, J. (2021). Una propuesta metodológica para elaborar videos creativos en clase de geometría [A methodological proposal to make creative videos in geometry class]. Cultura Educación y Sociedad [Culture Education and Society], 12(2), 79-94. https://doi.org/10.17981/cultedusoc.12.2.2021.05
Cid, E., Godino, J. D., & Batanero, C. (2003). Sistemas numéricos y su didáctica para maestros [Number systems and their didactics for teachers]. Universidad de Granada.
Crompton, H. (2013a). Mobile learning: New theory. In Z. L. Berge, & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp.47-57). Routledge.
Crompton, H. (2013b). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge, & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp.3-14). Routledge.
Crompton, H., & Burke, D. (2015). Research trends in the use of mobile learning in mathematics. International Journal of Mobile and Blended Learning, 7(4), 1-15. https://doi.org/10.4018/IJMBL.2015100101
Crompton, H., & Burke, D. (2020). Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework. Computers & Education, 156, 103945. https://doi.org/10.1016/j.compedu.2020.103945
Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63.https://doi.org/10.1016/j.compedu.2017.03.013
Diacopoulos, M. M., & Crompton, H. (2020). A systematic review of mobile learning in social studies. Computers & Education, 154, 103911, https://doi.org/10.1016/j.compedu.2020.103911
Font, V., & Godino, J. D. (2006). La noción de configuración epistémica como herramienta de análisis de textos matemáticos: Su uso en la formación de profesores [The notion of epistemic configuration as a tool for analysis of mathematical texts: Its use in the training of teachers]. Educaçao Matemática Pesquisa [Mathematics Education Research], 8(1), 67-98.
Font, V., & Salas, G. (2020). Un año de incertidumbre para la educación matemática [A year of uncertainty for mathematics education]. Bolema, 34(68), i-v. https://doi.org/10.1590/10.1590/1980-4415v34n68e01
Godino, J. D. (2013). Indicadores de la idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas [Indicators of didactic suitability of the teaching and learning processes of mathematics]. Cuadernos de Investigación y Formación en Educación Matemática [Research and Training Notebooks in Mathematics Education], 11, 111-132.
Godino, J. D. (2017). Construyendo un sistema modular e inclusivo de herramientas teóricas para la educación matemática [Building a modular and inclusive system of theoretical tools for mathematics education]. In J. M. Contreras, P. Arteaga, G. R. Cañadas, M. M. Gea, B. Giacomone, & M. M. López-Martín (Eds.), Actas del Segundo Congreso International Virtual sobre el Enfoque Ontosemiótico del Conocimiento y la Instrucción Matemáticos [Proceedings of the Second International Virtual Congress on the Ontosemiotic Approach to Mathematical Knowledge and Instruction] (pp. 1-20). Universidad de Granada.
Godino, J. D., Batanero, C., & Font, V. (2019). The onto-semiotic approach: Implications for the prescriptive character of didactics. For the Learning of Mathematics, 39(1), 38-43.
Godino, J. D., Batanero, C., & Font, V. (2020). El enfoque ontosemiótico: Implicaciones sobre el carácter prescriptivo de la didáctica [The ontosemiotic approach: implications on the prescriptive character of didactics]. Revista Chilena de Educación Matemática [Chilean Journal of Mathematics Education], 12(2), 47-59. https://doi.org/10.46219/rechiem.v12i2.25
Godino, J. D., Giacomone, B., Batanero, C., & Font, V. (2017). Enfoque ontosemiótico de los conocimientos y competencias del profesor de matemáticas [The ontosemiotic approach of the knowledge and competencies of the mathematics professor]. Bolema, 31(57), 90-113. https://doi.org/10.1590/1980-4415v31n57a05
Godino, J., Rivas, H., Arteaga, P., Lasa, A., & Wilhelmi, M. (2014). Ingeniería didáctica basada en el enfoque ontológico-semiótico del conocimiento y de la instrucción matemáticos [Didactic engineering based on the ontological-semiotic approach of mathematical knowledge and instruction]. Recherches en Didactique des Mathématiques [Research in Didactics of Mathematics], 34(2), 167-200.
Gómez, M., & Badia, A. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56, 21-28. https://doi.org/10.1016/j.chb.2015.11.023
Grant, M. M. (2019). Difficulties in defining mobile learning: analysis, design characteristics, and implications. Educational Technology Research and Development, 67(2), 361-388. https://doi.org/10.1007/s11423-018-09641-4
Handal, B., Campbell, C., Cavanagh, M., & Petocz, P. (2015). Characterising the perceived value of mathematics educational apps in preservice teachers. Mathematics Education Research Journal, 28(1), 199-221. https://doi.org/10.1007/s13394-015-0162-y
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación [Investigation methodology]. McGraw Hill. http://observatorio.epacartagena.gov.co/wp-content/uploads/2017/08/metodologia-de-la-investigacion-sexta-edicion.compressed.pdf
Homa-Agostinho, I. R., & Oliveira-Groenwald, C. L. (2020). As tecnologias digitais da informação e comunicação como um recurso didático no currículo de matemática [The digital information and communication technologies as a teaching resource in the mathematics curriculum]. Uniciencia [Uniscience], 34(2), 153-170. https://doi.org/10.15359/ru.34-2.9
Ingram, N., Williamson-Leadley, S., & Pratt, K. (2015). Showing and telling: Using tablet technology to engage students in mathematics. Mathematics Education Research Journal, 28(1), 123-147. https://doi.org/10.1007/s13394-015-0162-y
Kyriakides, A. O., Meletiou-Mavrotheris, M., & Prodromou, T. (2015). Mobile technologies in the service of students´ learning of mathematics: the example of game application A.L.E.X in the context of a primary school in Cyprus. Mathematics Education Research Journal, 28(1), 53-78. https://doi.org/10.1007/s13394-015-0163-x
Lai, C. L. (2019). Trends of mobile learning: a review of the top 100 highly cited papers. British Journal of Educational Technology, 51(3), 721-742. https://doi.org/10.1111/bjet.12884
Liu, C., Zowghi, D., Kearney, M., & Bano, M. (2021). Inquiry-based mobile learning in secondary school science education: A systematic review. Journal of Computer Assisted Learning 37(2), 1-23. https://doi.org/10.1111/jcal.12505
Morales-Garcia, L., & Díaz-Levicoy, D. (2022). Ontosemiotic analysis of the use of multibase material in mathematics textbooks for primary education in Chile. Acta Scientiae, 24(1), 57-91. https://doi.org/10.17648/acta.scientiae.6807
Morales-Garcia, L., & Navarro, C. (2021). Idoneidad epistémica del significado de número natural en libros de texto mexicanos [Epistemic suitability of the natural number meaning in Mexican textbooks]. Bolema, 35(71), 1338-1368. https://doi.org/10.1590/1980-4415v35n71a06
Morales-Garcia, L., Navarro, C., & Díaz-Levicoy, D. (2021). Significados del número natural en libros de texto mexicanos: Un análisis descriptivo [Meanings of the natural number in Mexican textbooks: A descriptive analysis]. Educación Matemática, 33(3), 94-120. https://doi.org/10.24844/EM3303.04
Navarro, R. J., Vega, M. V., Chiroque, E., & Rivero, C. (2018). Percepción de los docentes sobre las buenas prácticas con un aplicativo móvil para la enseñanza de matemáticas [Teachers’ perception of good practices with a mobile application for the teaching of mathematics]. Educación [Education], 27(52), 81-97. https://doi.org/10.18800/educacion.201801.005
Otzen, T., & Manterola, C. (2017). Técnicas de muestreo sobre una población a estudio [Sampling techniques on a population study]. International Journal of Morphology, 35(1), 227-232. https://doi.org/10.4067/S0717-95022017000100037
Pino-Fan, L. R., Castro, W. F., Godino, J. D. Font, V. (2013). Idoneidad epistémica del significado de la derivada en el currículo de bachillerato [Epistemic suitability of the meaning of the derivative in the high school curriculum ]. Paradigma, 34(2), 123-150.
Pino-Fan, L. R., Parra-Urrea, Y. E., & Castro, W. F. (2019). Significados de la función pretendidos por el currículo de matemáticas Chileno [Meanings of the function intended by the Chilean mathematics curriculum]. Magis, Revista Internacional de Investigación en Educación [Magis, International Journal of Research in Education], 11(23), 201-220. https://doi.org/10.11144/Javeriana.m11-23.sfpc
Posadas, P., & Godino, J. D. (2021). Reflexión sobre la práctica docente como estrategia formativa para desarrollar el conocimiento didáctico-matemático [Reflection on the teaching practice as a training strategy to develop didactic-mathematical knowledge]. Didacticae: Revista de Investigación en Didácticas Específicas [Didacticae: Journal of Research in Specific Didactics], 1, 77-96. https://doi.org/10.1344/did.2017.1.77-96
Puentedura, R. (2014a, 28 November). SAMR in the classroom: Developing sustainable practice [Blog]. Ruben R. Puentedura´s Weblog. http://www.hippasus.com/rrpweblog/archives/2014/11/28/SAMRInTheClassroom_DevelopingSustainablePractice.pdf
Puentedura, R. (2014b, 12 December). Technology in education: An integrated approach [Blog]. Ruben R. Puentedura´s Weblog. http://www.hippasus.com/rrpweblog/archives/2014/12/12/TechnologyInEducation_AnIntegratedApproach.pdf
Rico, L. (2019). Significar y comprender los sistemas numéricos [Signify and understand the number systems]. NÚMEROS Revista de Didáctica de las Matemáticas [NUMBERS Journal of Didactics of Mathematics], 100, 153-158.
Rico, L., Marín, A., Lupiáñez, J. L., & Gómez, P. (2008). Planificación de las matemáticas escolares en secundaria. El caso de los números naturales [The planning of school mathematics in secondary school. The case of natural numbers]. Suma, 58, 7-23.
Rivero, C., & Suarez, C. (2017). Mobile learning y el aprendizaje de las matemáticas; el caso del proyecto Mati-Tec en el Perú [Mobile learning and the learning of mathematics; the case of the Mati-Tec project in Peru]. Tendencias Pedagógicas [Pedagogical Trends], (30), 37-52. https://doi.org/10.15366/tp2017.30.002
Santos, J.A. (2018). Valoración de videos tutoriales de matemáticas disponibles en internet. Nuevos instrumentos para el análisis de los procesos educativos [Valuation of mathematics tutorial videos available on the internet. New instruments for the analysis of educational processes] [Doctoral thesis, Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional, México].
Sinclair, N., Chorney, S., & Rodney, S. (2015). Rhythm in number: Exploring the affective, social and mathematical dimensions of using TouchCounts. Mathematics Education Research Journal, 28(1), 31-51. https://doi.org/10.1007/s13394-015-0154-y
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students´ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275. https://doi.org/10.1016/j.compedu.2015.11.008
Talan, T. (2020). The effect of mobile learning on learning performance: A meta-analysis study. Educational Sciences: Theory and Practice, 20(1), 79-103. https://ddoi.org/10.12738/jestp.2020.1.006
Yildiz, G., Yildirim, A., Akca, B. A., Kok, A., Ozer, A., & Karatas, S. (2020). Research trends in mobile learning. International Review of Research in Open and Distributed Learning, 21(3), 176-196. https://doi.org/10.19173/irrodl.v21i3.4804

How to cite this article

APA

Morales-Garcia, L., Navarro Sandoval, C., & García González, M. D. S. (2022). Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context. Eurasia Journal of Mathematics, Science and Technology Education, 18(3), em2083. https://doi.org/10.29333/ejmste/11708

Vancouver

Morales-Garcia L, Navarro Sandoval C, García González MDS. Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context. EURASIA J Math Sci Tech Ed. 2022;18(3):em2083. https://doi.org/10.29333/ejmste/11708

AMA

Morales-Garcia L, Navarro Sandoval C, García González MDS. Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context. EURASIA J Math Sci Tech Ed. 2022;18(3), em2083. https://doi.org/10.29333/ejmste/11708

Chicago

Morales-Garcia, Lizzet, Catalina Navarro Sandoval, and María del Socorro García González. "Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 3 (2022): em2083. https://doi.org/10.29333/ejmste/11708

Harvard

Morales-Garcia, L., Navarro Sandoval, C., and García González, M. D. S. (2022). Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context. Eurasia Journal of Mathematics, Science and Technology Education, 18(3), em2083. https://doi.org/10.29333/ejmste/11708

MLA

Morales-Garcia, Lizzet et al. "Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 3, 2022, em2083. https://doi.org/10.29333/ejmste/11708