The Theory of Context-Aware Ubiquitous Learning and the Affordances of This Approach for Geometry Learners

Chapter
Part of the Lecture Notes in Educational Technology book series (LNET)

Abstract

The use of mobile learning has provided new pedagogical approaches to teaching geometry as a result of the technological affordances provided. One of the key affordances of mobile learning is the portability of the devices. This has untethered the learner from a particular environment to learn wherever and whenever the learner chooses. This chapter describes a subcategory of mobile learning called context-aware ubiquitous learning (context-aware ulearning) where learning happens in a real-world environment while using mobile devices to interact with that setting. This chapter delineates this subcategory and how this type of learning can be dichotomized into sensory and ambient context-aware ulearning. An argument is made that context-aware ulearning is a useful pedagogical approach for learning geometry.

References

  1. Bartolini-Bussi, M. G., Taimina, D., & Isoda, M. (2010). Concrete models and dynamic instruments as early technology tools in classrooms at the dawn of ICMI: from Felix Klein to present application in mathematics classrooms in different parts of the world. ZDM, 42, 19–31.CrossRefGoogle Scholar
  2. Caudill, J. G. (2007). The growth of m-learning and the growth of mobile computing: parallel developments. International Review of Research in Open and Distance Learning, 8(2), 1–13.Google Scholar
  3. Chen, C. C., & Huang, T. C. (2012). Learning in a u-Museum: Developing a context-aware ubiquitous learning environment. Computers & Education, 59, 873–883.CrossRefGoogle Scholar
  4. Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59, 1054–1064.CrossRefGoogle Scholar
  5. Clairaut, A. C. (2006). Elements de geometrie. Paris: Editions Jacques Gabay (Original work published 1741).Google Scholar
  6. Comenius, I. A. (1986). Didactica Magna. Akal Ediciones (Original work published 1657).Google Scholar
  7. Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Florence, KY: Routledge.Google Scholar
  8. Crompton, H. (2015). Understanding angle and angle measure: A design-based research study using context-aware ubiquitous learning. International Journal for Technology in Mathematics Education, 22(1).Google Scholar
  9. Crompton, H., LaFrance, J., & van‘t Hooft, M. (2012). QR Codes 101. ISTE Learning and Leading with Technology., 39(8), 22–25.Google Scholar
  10. Crow, R., Santos, I. M., LeBaron, J., McFadden, A. T., & Osborne, C. F. (2010). Switching gears: Moving from e-learning to m-learning. Journal of Online Learning and Teaching, 6(1), 268–278.Google Scholar
  11. Elisson, J., & Ramberg, R. (2012). Design guidelines for location-based and contextual learning supported by mobile devices. International Journal of Handheld Computing Research, 3(2), 26–43.CrossRefGoogle Scholar
  12. Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199–219.CrossRefGoogle Scholar
  13. Hands-On Math Geoboard. (2015). Ventura. Retrieved from https://itunes.apple.com/us/app/hands-on-math-geoboard/id493388133?ls=1&mt=8.
  14. Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching mathematics with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65–97). New York: Macmillan.Google Scholar
  15. Hughes, J. (2013). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 21(4) 277–302. Retrieved December 29, 2014 from http://www.editlib.org/p/4622.
  16. Hwang, G. J., Wu, T. T., & Chen, Y. J. (2007). Ubiquitous computing technologies in education. Journal of Distance Education Technologies, 5(4), 1–4.CrossRefGoogle Scholar
  17. Hwang, G., Tsai, C., & Yang, S. J. H. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Educational Technology & Society, 11(2), 81–91.Google Scholar
  18. Laouris, Y., & Eteokleous, N. (2005, October 25–28). We need an educationally relevant definition of mobile learning. Paper Presented at the 4th World Conference on mLearning, Cape Town, South Africa.Google Scholar
  19. Law, C., & So, S. (2010). QR codes in education. Journal of Educational Technology Development and Exchange, 3(1), 85–100.CrossRefGoogle Scholar
  20. Liu, G. Z., & Hwang, G. J. (2009). A key step to understanding paradigm shifts in e-learning: Towards context-aware ubiquitous learning. Research Express, 10(5), 1–6.Google Scholar
  21. Lonsdale, P., Baber, C., Sharples, M., & Arvanitis, T. N. (2004). A context-awareness architecture for facilitating mobile learning. In J. Attewell & C. Savill-Smith (Eds.), Learning with mobile devices: Research and development (pp. 79–86). London: Learning and Skills Development Agency.Google Scholar
  22. Motion Math, (nd). [iOS]. Retrieved from http://motionmathgames.com/.
  23. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  24. National Research Council (NRC). (1990). Reshaping school mathematics: A philosophy and framework for curriculum. Washington, DC: National Academy Press.Google Scholar
  25. Operation Math Code Squad. (2014). Android and iOS application. Retrieved from https://itunes.apple.com/us/app/operation-math-code-squad/id555750694?mt=8.
  26. Prescott, A., Mitchelmore, M., & White, P. (2002). Students’ difficulties in abstracting angle concepts from physical activities with concrete material. In K. C. Irwin. B. Barton, M. Pfannkuch, & M. O. Thomas (Eds.), Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 583–591). Sydney, Australia: MERGA.Google Scholar
  27. Sense-it. (2014). nQuire: Young Citizen Inquiry, Open University. Retrieved from https://play.google.com/store/apps/details?id=org.greengin.sciencetoolkit.
  28. Sharples, M. Taylor., J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings Presented at the mLearn, Cape TownGoogle Scholar
  29. Soloway, E., Norris, C., Curtis, M., Jansen, R., Krajcik, J., Marx, R., et al. (2001). Making palm-sized computers the PC of choice for k-12. Learning and Leading with Technology, 28(7), 32–57.Google Scholar
  30. Steketee, S., & Crompton, H. (2012, April 13). Measure a Picture. An add-on program for SketchPad Explorer The Geometer’s Sketchpad Sketch Exchange. Retrieved from http://sketchexchange.keypress.com/browse/topic/all-topics/by-recent/1/448/measure-a-picture.
  31. Stigler, J. W., & Hiebert, J. (1997). Understanding and improving classroom mathematics instruction. Phi Delta Kappan, 79, 14–21.Google Scholar
  32. Traxler, J. (2009a). The evolution of mobile learning. In Retta Guy (Ed.), The evolution of mobile teaching and learning (pp. 1–14). Santa Rosa, CA: Informing Science Press.Google Scholar
  33. Traxler, J. (2009b). Learning in a mobile age. International Journal of Mobile and Blended Learning, 1(1), 1–12.CrossRefGoogle Scholar
  34. Ubuz, B., & Üstün, I. (2004). Figural and conceptual aspects in defining and identifying polygons. Eurasian Journal of Educational Research, 16, 15–26.Google Scholar
  35. Williams-Carlin, R. (2009). A comparative study of geometry curricula (Doctoral dissertation, Louisiana State University, 2009). Dissertation Abstracts 1–82.Google Scholar
  36. Wu, P. H., Hwang, G. J., & Tsai, W. H. (2013). An expert system-based context-aware ubiquitous learning approach for conducting science learning activities. Educational Technology & Society, 16(4), 217–230.Google Scholar
  37. Zbiek, R. M., Heid, M. K., Blume, G. W., & Dick, T. P. (2007). Research on technology in mathematics education: A perspective of constructs. In F. K. Lester Jr (Ed.), Second handbook of research on mathematics in teaching and learning (pp. 1169–1208). Reston, VA: NCTM.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.Old Dominion UniversityNorfolkUSA

Personalised recommendations