Findings & Recommendations

Through the literature review, I determined three main areas that should be considered when researching this area in the future. There exists an inconsistent level of accessibility of technological devices for students and teachers. Secondly, there needs to be consideration towards how the students will be motivated and engaged with technology you are incorporating. Students need to feel a connection to what they are learning and this is built over time. Finally, the key to determining if a mathematical application will serve its intended purpose depends on the attributes of the application and what it is capable of.

Accessibility for Students and Teachers

Each student and school community have varying access to technology. In some cases, there is a lack of access and in others there is plenty. Muir's (2014) study pointed out that, "these groups of students had ready access to computers and the internet and were generally aware that online resources and tutorials could be used to support mathematical learning." Alternatively, in the work of Zhang et al., (2015), "prior to this study, the students did not have much experience using iPads in schools."

Having taught in various parts of Newfoundland for the past four years, I know that many students still live in homes without internet access and many families cannot afford individual devices. Also, a school's ability to provide devices for students varies.

Additionally, some programs also have subscription costs to unlock more detailed or further levels of a game, as Stacey et al., (2017) state, "the most obvious challenge of the tablet-based practice is the cost associated with its use. This includes not only the cost for tablets and their maintenance, but also the fee for the app and the cost to maintain a reliable internet connection."

STUDENT META-COGNITION & Intrinsic Motivation

For students to maximise their learning, they need to be intrinsically motivated and think about their thinking. External motivation from teachers and peers is important, but unless students have the drive to learn for themselves, gaining knowledge and understanding will be challenging. "Teaching can also encourage students to actively reflect on their own understanding of the material, especially when it involves meaningful interactions with a peer or a computer-based pedagogical agent" (Fiorella et al., 2019).

Research today does not show reliable results that mathematical applications are guaranteed to increase achievement and engagement. It can be challenging to gain student engagement long-term and this is why it is so important for students to build a relationship with the mathematical app in use.

Stacey et al., (2017) explain they "found that the tablets and the math practice app provided reliable engagement for students to complete math problems. Thus, short-term motivation was high, once students got started. However, long-term motivation was more difficult to instill."

As Attard (2010) reports, further studies into the use of computer technology in the mathematics classroom would be beneficial.

Attributes of Mathematics Apps

O'Roark (2013) explains a number of attributes that mathematics apps should possess to differentiate content to maximize learning and student usage.

the app must get to know students as they are learning mathematics (likes, dislikes, struggles, topics to review, strengths, etc.)
it must engage and motivate, providing the student with levels
it must incorporate games and allow students to earn rewards
it must provide feedback for students
it must provide official reports and assessments for teachers

Educators must analyze how students will experience the app and how the information provided can benefit further teaching, whether that be through targeted intervention or whole group learning.

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