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Mathematics applications possess the ability to become a partner in learning and give students the chance to form connections and build crucial mathematical concepts. However, "continued research in this area will be critical to inform the debate around young children's screen time, as clinicians and researcher try to strike a balance between taking advantage of the potential benefits of new technology while encouraging limits on screen time" (Eamon, 2020).
Three Topics of Concern
Three Topics of Concern
Length of Studies & Selected Methods
Forms of Assessment to Measure Success
Using Data to Guide Teaching
Length of Studies & Selected Methods
Length of Studies & Selected Methods
Throughout the literature review it was evident that many studies were created by researchers and then put to use in a classroom, however, teachers need to be partners in the creation of research studies.
Dalby & Swan (2019) note that in their study, "teachers are involved with researchers in lesson design and implementation, so it becomes particularly important to develop a shared understanding of the relevant pedagogies within the content of learning mathematics, in addition to technical knowledge. If effective formative processes are to be constructed."
Additional Concerns:
the methodologies of the study, quantitative vs qualitative.
time of elapsed study; can true progress be seen in four days?
over indulgence during study leading to unrealistic results
Forms of Assessment to Measure Success
Forms of Assessment to Measure Success
As Braund & Deluca (2018) state, "it is argued that all learners benefit from a variety of feedback types and support" and teachers have noted "that involving students in the assessment process led them to perceive their students as having greater agency" leading to students "taking ownership of their learning goals, strategies and plans."
Throughout my research it was interesting to see in many studies students participated in a technological mathematics app but yet their achievement was still measured by a paper and pen test. In my own personal experience using apps that have the correct attributes, I am able to constantly monitor and observe my students progress on the teacher dashboard within the app. Yes, certain knowledge and understandings should be able to transfer into a different mode of assessment. But, if an application possesses the ability for teachers to view students' achievement, why is there a need for an additional assessment or potential stressors for students?
In our classrooms today we strive for students to learn how to self-reflect on their understandings.
"When using a mathematical app as a piece of formative assessment this encourages students to self-reflect which is part of self-regulating learning" (Braund & DeLuca, 2018).
Using Data to Guide Teaching
Using Data to Guide Teaching
Mathematical applications serve as a form of formative assessment; in which we are gaining information to continue learning.
Throughout my research I found there to be a lack of discussion on how the results would impact teaching moving forward. When a math app is used consistently and has flexible attributes, "the teachers were able to change the content of the game with ease via an administration panel. Thus, the game was constantly in line with the classroom curriculum" (Mavridis et al., 2017).
"Digital technology may also support and empower students in formative processes by providing feedback that students can access independently as replacement for, or an addition to, teacher-led processes' " (Dalby & Swan, 2019).
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