An investigation into how cell phones can be used in the teaching of mathematics using VITALmaths video clips : a case study of 2 schools in Grahamstown, South Africa

Ndafenongo, Gerhard (2012) An investigation into how cell phones can be used in the teaching of mathematics using VITALmaths video clips : a case study of 2 schools in Grahamstown, South Africa. Masters thesis, Rhodes University.

[img]
Preview
Text
NDAFENONGO-MEd-TR12-121.pdf

1152Kb

Abstract

Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.

Item Type:Thesis (Masters)
Uncontrolled Keywords:Mathematics software, South Africa, Grahamstown, Educational innovations, Telecommunication in education, Teaching aids and devices, Mobile communication systems
Subjects:L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:Faculty > Faculty of Education > Education
Supervisors:Schäfer, Marc and Samson, Duncan Alistair
ID Code:3122
Deposited By: Ms Chantel Clack
Deposited On:12 Jul 2012 12:24
Last Modified:12 Jul 2012 12:24
0 full-text download(s) since 12 Jul 2012 12:24
0 full-text download(s) in the past 12 months
More statistics...

Repository Staff Only: item control page