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An Examination of 300 iPhone Math Applications: Implications for the Development of an Educational Math Game
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, , , , The EdLab, Teachers College, Columbia University, United States

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Mobile devices are increasingly available among students. Simultaneously, hundreds of educational mobile games are being developed and made available for free download and purchase. Drawing on situated learning theory, constructivism, and the notion of multiple intelligences, we evaluate 300 iPhone mathematics applications in order to explore the learning frameworks and interaction mechanisms within them. Our analysis reveals that the majority of iPhone applications we evaluated are drill-oriented and ignore differences in student ability and learning styles. Based on our findings we recommend the development of adaptive math games to support student-centered, active learning. We conclude with a discussion of “Math Maze”, an adaptive K-2 math application developed for the iPhone platform by the authors.

Citation

Yuan, T., Chae, H.S., Nantwi, G. & Garg, P. (2010). An Examination of 300 iPhone Math Applications: Implications for the Development of an Educational Math Game. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4083-4088). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2019 from .

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