An Examination of 300 iPhone Math Applications: Implications for the Development of an Educational Math Game
PROCEEDINGS
Ting Yuan, Hui Soo Chae, George Nantwi, Pranav Garg, 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 January 23, 2021 from https://www.learntechlib.org/primary/p/35236/.
© 2010 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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Design Principles for Making Meaningful Mathematics Apps
Timothy Pelton & Leslee Francis Pelton, University of Victoria, Canada
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2199–2204
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