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Characterising the perceived value of mathematics educational apps in preservice teachers

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Abstract

This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred and seventy-three preservice students studying primary school education from two public and one private Australian universities participated in the study. The respondents examined three different apps using a purposively designed instrument in regard to either their explorative, productive or instructive instructional role. While construct validity could not be established due to a broad range of variability in responses implying a high degree of subjectivity in respondents’ judgments, the qualitative analysis was effective in establishing content validity.

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Authors and Affiliations

  1. The University of Notre Dame Australia, 140 Broadway Rd, Sydney, 2007, NSW, Australia

    Boris Handal

  2. The University of Queensland, Brisbane, QLD, 4072, Australia

    Chris Campbell

  3. Macquarie University, Sydney, NSW, 2109, Australia

    Michael Cavanagh & Peter Petocz

Authors
  1. Boris Handal
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  2. Chris Campbell
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  3. Michael Cavanagh
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  4. Peter Petocz
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Correspondence to Boris Handal.

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Handal, B., Campbell, C., Cavanagh, M. et al. Characterising the perceived value of mathematics educational apps in preservice teachers. Math Ed Res J 28, 199–221 (2016). https://doi.org/10.1007/s13394-015-0160-0

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  • DOI: https://doi.org/10.1007/s13394-015-0160-0

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