Incorporating the iPad2 in the Mathematics Classroom: Extending the Mind into the Collective

Armando Paulino Preciado Babb

Abstract


Doubtlessly, mathematics is one of the most important subjects in education from K to 12 levels especially for students interested in eventually pursuing undergraduate studies in the fields of science and technology. As it has been argued in mathematics education research, not only the content, but also the form in which students learn is important for mathematics learning. Particularly, an inquiry approach permeates through the mathematics curriculum of several countries around the world. Additionally, the use of technology to learn mathematics has been increasing in the last decades, requiring teachers and professionals in education to constantly explore and learn new possibilities or affordances in the classroom. The purpose of this paper is to initiate a discussion about the possible and complex forms of interaction among students, teacher, mathematical tasks, and the electronic tablet (iPad2) in an inquiry learning environment. An experience from a grade 10 classroom is used as a context to exemplify these interactions.


Keywords


Embodied cognition, iPad, Mathematics, Problem solving, Technology

Full Text:

PDF



International Journal of Engineering Pedagogy. eISSN: 2192-4880
Creative Commons License SPARC Europe Seal
Indexing:
DBLP logo EBSCO logo DOAJ logo