Title

A multimodal discourse on the use of touch enabled mobile devices for mathematics education.

Document Type

Book Chapter

Publisher

IGI Global

Faculty

Education and Arts

School

School of Education

RAS ID

19516

Comments

This chapter was originally published as: Lane, J. (2015). A multimodal discourse on the use of touch enabled mobile devices for mathematics education. In M. Meletiou-Mavrotheris, K. Mavrou & E. Paparistodemou. Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, 218-240. Available here.

Abstract

The Technological, Pedagogical and Content Knowledge (TPACK) iPads in School Project aimed to investigate how touch enabled mobile devices, iPads, were used in classrooms. This chapter shares findings from the research selected for their relevance for mathematics education. Qualitative and quantitative research was undertaken in ten West Australian classrooms from kindergarten to year ten, over two years. A community of practice model supported teacher reflection "on action" and "in action" aligned to national standards. Self-tracking video devices gathered evidence on how teachers were using iPads in teaching. Videos were analysed and tagged using multimodal discourse analysis software and a research-based checklist to identify effective pedagogical practices using iPads in mathematics education entitled the TIPs Mobile Pedagogies in Mathematics Checklist (Tips-Mobile-Maths) was developed. A series of short vignettes called "i-Stories" were developed. Social networking connected the teachers and was used for dissemination of research findings.

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