Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context

Autor/inn/en	Morales-Garcia, Lizzet; Sandoval, Catalina Navarro; González, María del Socorro García
Titel	Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 3, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Morales-Garcia, Lizzet) ORCID (Sandoval, Catalina Navarro) ORCID (González, María del Socorro García)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Task Analysis; Mathematics Instruction; Number Concepts; Telecommunications; Handheld Devices; Semiotics; Mexicans; Teaching Methods; Elementary School Teachers; Instructional Design; Foreign Countries; Computer Software; Distance Education; COVID-19; Pandemics; Computer Games; Mexico + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Telekommunikationstechnik; Semiotik; Mexikaner; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Distance study; Distance learning; Fernunterricht; Computer game; Computerspiel; Computerspiele; Mexiko
Abstract	The aim of this research is to propose indicators of epistemic and mediational suitability to assess tasks designed in a mobile learning context, using theoretical and methodological elements of the onto-semiotic approach (OSA) and the SAMR model (substitution, augmentation, modification, and redefinition). With these indicators, 110 tasks designed by two Mexican teachers are evaluated, for the teaching of the natural number in primary education. Some results indicate that the situation-problems addressed the meanings of numerical sequence, operational, ordinal, and measure, and that 56% of the tasks were located at the substitution level. Some implications derived from the research are that the mathematical content can be complemented by including other representations of the natural number and that the design of tasks that are positioned at the modification and redefinition levels should be encouraged. The foregoing serves as a basis for the design and assessment of mobile content for the natural number concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01