Challenging assumptions: Mobile Learning for Mathematics Project in South Africa

被引：23

作者：

Roberts, Nicky ^{[1
]}

Vanska, Riitta ^{[2
]}

机构：

[1] Kelello Consulting, Cape Town, South Africa

[2] Nokia, Helsinki, Finland

来源：

DISTANCE EDUCATION | 2011年 / 32卷 / 02期

关键词：

mobile learning; mathematics education; secondary school; social networking; access;

D O I：

10.1080/01587919.2011.584850

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article introduces the Nokia Mobile Learning for Mathematics Project in South Africa, which made use of mobile technology to support mathematics learning at 30 public secondary schools. It draws on the evaluation of this project from January to June 2010. The article discusses learner access to mobile devices, learner and teacher uptake and use of the service, the relationship between learner and teacher use, and the impact on learner results in mathematics. The article outlines the assumptions made by project participants about the uptake and use of such a service, which were not substantiated by the evaluation findings.

引用

页码：243 / 259

页数：17

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