Mathematics Education Research Journal

, Volume 28, Issue 1, pp 199–221 | Cite as

Characterising the perceived value of mathematics educational apps in preservice teachers

  • Boris Handal
  • Chris Campbell
  • Michael Cavanagh
  • Peter Petocz
Original Article


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.


Mathematics education Mobile apps Pedagogy Technology TPACK 


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Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2015

Authors and Affiliations

  • Boris Handal
    • 1
  • Chris Campbell
    • 2
  • Michael Cavanagh
    • 3
  • Peter Petocz
    • 3
  1. 1.The University of Notre Dame AustraliaSydneyAustralia
  2. 2.The University of QueenslandBrisbaneAustralia
  3. 3.Macquarie UniversitySydneyAustralia

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