A modified analytical framework for describing m-learning (as applied to early grade Mathematics)

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Autor/Urheber	Nicky Roberts; Garth Spencer-Smith
Institution	University of Johannesburg
Titel	A modified analytical framework for describing m-learning (as applied to early grade Mathematics)
Quelle	In: 2223-7674; 2223-7682; doi:10.4102/sajce.v9i1.532; South African Journal of Childhood Education , Vol 9, Iss 1, Pp e1-e11 (2019)(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.4102/sajce.v9i1.532
Schlagwörter	early grade; mathematics; m-learning; Africa; analytical framework; ICT; Special aspects of education; Theory and practice of education
Abstract	Background: There has been little Southern African research attention on the potentials of m-learning to support quality mathematics learning for young children and their caring adults. This article argues that m-learning research has shifted from claims of being promising to claims of effect in educational settings of both classrooms and homes. This is particularly the case in mathematics, where there is increasing evidence of positive (although modest) improvement in learning outcomes. Aim: This article modifies an analytical framework for initial descriptions of m-learning interventions. Comparison between interventions in the Southern African Development Community (SADC) context is then possible. Setting: Three large-scale m-learning interventions focused on early grade mathematics in the SADC countries. Methods: Targeting the early grades and building on an existing framework for describing m-learning interventions, three large-scale m-learning interventions from within the SADC were purposively selected. The three interventions exemplify a possible way to describe the learning theory and pedagogical emphasis underlying the design of their mathematics programmes. Results: The cases themselves contribute to understanding the m-learning landscape and approaches to early grade mathematics in the SADC in more detail. Conclusion: A modified analytical framework is offered as a means of describing m-learning in ways that attend to children's and caregivers' use of mobile devices, as well as the underlying learning theories.
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