Bardini, C., Pierce, R. U., & Stacey, K. (2004). Teaching Linear Functions in Context with Graphics Calculators: Students’ Responses and the Impact of the Approach on Their Use of Algebraic Symbols. International Journal of Science and Mathematics Education, 2(3), 353–376. https://doi.org/10.1007/s10763-004-8075-3

This study explores the implications of employing a functional/modeling approach to algebra instruction. The study involved observing the teaching of one class of 17 students over five weeks, with 15 students completing both pre and post-tests and 6 students and the teacher participating in individual interviews. The use of graphics calculators facilitated the implementation of a primarily graphical approach. Students demonstrated significant progress in representing linear relationships algebraically. They expressed positive feedback on various aspects of learning concepts through real-world problem contexts and demonstrated the ability to formulate equations to solve contextualized problems. Three key features of the program exerted a “triple influence” on students’ use and comprehension of algebraic symbols. Students’ efforts to articulate contextual aspects were evident in some responses, as was the influence of specific chosen contexts. The use of graphics calculators had an impact on some students’ letter choices. The functional approach was reflected in the meanings given to letters and rules. Students had a very favorable attitude toward the calculators, and there were interesting distinctions observed between the confidence with which they asked questions about the technology and the hesitation with which they asked mathematical questions.

Calder, N., & Campbell, A. (2016). Using Mathematical Apps with Reluctant Learners. Digital Experiences in Mathematics Education, 2(1), 50–69. https://doi.org/10.1007/s40751-016-0011-y

This chapter explores the use of iPad apps in mathematics education, focusing on student engagement and cognitive aspects. It discusses the potential affordances and limitations of apps and the pedagogical processes that influence their effectiveness. It also reports on a research project that examined the beliefs and attitudes of reluctant 16–18-year-old learners when using apps in their numeracy programmes.

Cevikbas, M., Greefrath, G., & Siller, H.-S. (2023). Advantages and challenges of using digital technologies in mathematical modeling education – a descriptive systematic literature review. Frontiers in Education, 8. https://www.frontiersin.org/articles/10.3389/feduc.2023.1142556

Mathematical modeling is a crucial aspect of mathematics education, enhancing students’ ability to tackle real-world problems using mathematical concepts. While traditional approaches exist, innovative technology-based methods offer new paradigms for mathematical modeling education, presenting fresh opportunities for learning and teaching. However, integrating technology into modeling education also poses potential challenges. To address this knowledge gap, a systematic literature review was conducted to examine the advantages and challenges of using digital technologies for learners and instructors in mathematical modeling. The study analyzed 38 papers from recognized databases, revealing that the benefits of digital technologies in the modeling process outweigh the emerging challenges. This promising finding highlights the potential of digital technologies to revolutionize mathematical modeling education.

Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001

This paper reviews the research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. It applies rigorous and consistent inclusion criteria to identify high-quality studies and uses meta-analytic techniques to calculate effect sizes and examine the relationship between educational technology applications and study features. It finds that educational technology applications produce a positive but modest effect on mathematics achievement, and that supplemental computer-assisted instruction has the largest effect among the three types of applications. It also suggests some possible ways to improve the quality and effectiveness of educational technology applications. This paper is useful for educators and policymakers who are interested in the evidence-based use of educational technology in mathematics education.

Corkin, D. M., Yu, S. L., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294–303. https://doi.org/10.1016/j.lindif.2014.04.001

This article examines how instructor support, instructor organization, academic press, and course situational interest affect students’ procrastination directly and indirectly through self-efficacy and task value. The authors conducted a survey with 248 students enrolled in undergraduate mathematics courses and used path analysis to test their models. The results showed that course situational interest was a direct negative predictor of procrastination, while instructor organization/support had an indirect negative effect on procrastination through self-efficacy and task value. The article is relevant for researchers and educators who are interested in exploring the potential and challenges of the classroom climate and motivational beliefs in influencing students’ procrastination.

Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56, 21–28. https://doi.org/10.1016/j.chb.2015.11.023

This article investigates how teachers perceive the impact of mobile technology on learning and how they use different types of applications (Apps) in the classroom. The authors conducted a survey with 102 teachers from 12 primary schools in Spain that had access to tablets and various Apps. The results showed that teachers identified five main impacts of mobile technology on learning: providing new ways to learn, increasing engagement to learning, fostering autonomous learning, facilitating access to information, and promoting collaborative learning. The results also revealed that the choice of Apps was related to the teacher’s perception of how mobile technology impacts learning. The article is relevant for researchers and educators who are interested in exploring the potential and challenges of mobile technology and Apps in primary education.

Faghihi, U., Brautigam, A., Jorgenson, K., Martin, D., Brown, A., Measures, E., & Maldonado-Bouchard, S. (2014). How Gamification Applies for Educational Purpose Specially with College Algebra. Procedia Computer Science, 41, 182–187. https://doi.org/10.1016/j.procs.2014.11.102

This paper explores how to use video game elements and artificial intelligence tutoring systems to teach college-level math concepts, such as the quadratic formula and factoring, in a fun and engaging way. The authors describe their system, MathDungeon, which uses artistic animations, adaptive courses, hints, feedback, badges, and levels to teach math concepts. The authors also report the results of an experiment that compared the performance of students who used MathDungeon, ALEKS (a popular math tutoring program), and a control group. The authors found that MathDungeon users scored higher than ALEKS users and remembered the quadratic formula better. This paper contributes to the field of gamification and math education by providing a novel and effective approach to teach college-level math concepts.

Gewertz, C. (2018). Math Scores Hit Lowest Mark In Two Decades on ACT. Education Week, 38(10), 7–7.

Grant, M. M. (2019). Difficulties in defining mobile learning: Analysis, design characteristics, and implications. Educational Technology Research and Development, 67(2), 361–388.

This article critically examines the various definitions and principles of mobile learning in the literature and proposes a framework of design characteristics for mobile learning environments. The author identifies seven design characteristics that reflect the unique affordability of mobile learning, such as learner mobility, device mobility, data persistence, content mobility, tutor accessibility, context impact, and learner engagement. The author also discusses the implications for future research and instructional design. This article contributes to the field of mobile learning by providing a clear and comprehensive theoretical foundation for identifying and describing mobile learning environments and learners.

Harrison, T. R., & Lee, H. S. (2018). iPads in the Mathematics Classroom: Developing Criteria for Selecting Appropriate Learning Apps. International Journal of Education in Mathematics, Science and Technology, 6(2), 155–172.

iPads and learning apps: A new era in the mathematics classroom? by L. C. Smith and J. Beswick. This article discusses how iPads and learning apps can be used in the mathematics classroom to enhance student learning and motivation. It presents a set of 16 criteria for evaluating the quality and effectiveness of learning apps, based on previous research and literature review. It also reviews the benefits and challenges of using digital learning objects, such as web applets and iPad applications, for mathematics education.

Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons From the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34.

This article reviews the research on how children learn best and proposes a set of principles for designing and evaluating educational apps for young children. The authors argue that apps should promote active, engaged, meaningful, and socially interactive learning within a supported learning goal. The article also offers suggestions for parents and educators to select and use apps effectively

Hoang, T. V., & Caverly, D. C. (2013). Techtalk: Mobile Apps and College Mathematics. Journal of Developmental Education, 37(2), 30–31.

This article discusses how to integrate mobile apps into an instructional model called Algorithmic Instructional Technique (AIT) to help students develop mathematical reasoning. The authors explain the AIT model, which consists of four stages: modeling, guided practice, transition, and independence. The authors also suggest various apps that can be used at each stage of AIT to enhance students’ learning.

Hussain, A., Mkpojiogu, E., & Ezekwudo, C. (2021). Improving the Academic Self-Efficacy of Students Using Mobile Educational Apps in Virtual Learning: A Review. International Journal of Interactive Mobile Technologies (iJIM), 15, 149–160. https://doi.org/10.3991/ijim.v15i06.20627

This study conducts a systematic literature review to identify the factors that influence academic self-efficacy in students using mobile educational apps. The review analyzed 50 relevant papers, with a focus on 19 studies deemed most pertinent. The findings indicate that the primary causes of low academic self-efficacy are lack of confidence (22.73%), low self-esteem (21.05%), and inferiority complex (10.53%). Additionally, the review highlights three crucial factors that contribute to improving academic self-efficacy via mobile educational apps: positive teacher messages (21.05%), observation of others’ successes and failures (15.79%), and the emotional and psychological states of students. The study concludes that mobile educational apps can play a significant role in enhancing academic self-efficacy by addressing these factors.

Hwang, G.-J., & Tu, Y.-F. (2021). Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review. Mathematics, 9(6), Article 6. https://doi.org/10.3390/math9060584

AI in mathematics education: This article reviews the research on AI applications in mathematics education from 1996 to 2020 based on the technology-enhanced learning model. It analyzes the publications in terms of journals, authors, keywords, application domains, sample groups, research methods, roles of AI, AI algorithms and research issues. It also discusses the findings, implications and suggestions for future research.

Liew, J., Lench, H. C., Kao, G., Yeh, Y.-C., & Kwok, O. (2014). Avoidance temperament and social-evaluative threat in college students’ math performance: A mediation model of math and test anxiety. Anxiety, Stress & Coping, 27(6), 650–661.

This study investigates the relationship between students’ personality traits, social-evaluative threat, and their math performance in standardized tests and college courses. The study explores the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being perceived as unintelligent) in influencing math performance. Using a sample of undergraduate students from a large public university, the study found that avoidance temperament was associated with social-evaluative threat and lower standardized math test scores. Additionally, evaluative threat was found to mediate the influence of avoidance temperament on both standardized test scores and college math course grades. These findings suggest that interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties, leading to improved academic performance.

Luan, H., & Tsai, C.-C. (2021). A Review of Using Machine Learning Approaches for Precision Education. Educational Technology & Society, 24(1), 250–266.

This article reviews the research on how machine learning techniques can be used to achieve precision education, which is a data-driven and individualized approach to teaching and learning. The authors analyze 40 empirical studies based on their research purposes, learning environments, learning domains, learners’ education levels, sample sizes, data sources, individual differences, learning outcomes, machine learning algorithms, evaluation measures, and validation approaches. The article also discusses the current status, major challenges, and potential future directions of using machine learning for precision education.

Lubniewski, K. L., Arthur, C. L., & Harriott, W. (2018). Evaluating Instructional Apps Using the App Checklist for Educators (ACE). International Electronic Journal of Elementary Education, 10(3), 323–329.

This article describes the development and use of an evaluation tool for choosing effective iPad apps for classroom instruction. The authors surveyed teachers about their current use and criteria for selecting apps, and created the App Checklist for Educators (ACE) based on the results. The ACE consists of five steps that cover the age range, cost, content area, targeted skills, student interest, design features, connection to the curriculum, and instructional features of an app. The authors also provide examples of how to use the ACE with three popular apps: Starfall, BrainPop Jr., and Mathmateer. The article is useful for educators who want to integrate technology into their teaching in a purposeful and informed way

Maley, B., & Rafferty, M. (2019). Can Math Competency Predict Success in Nursing School? Teaching and Learning in Nursing, 14(3), 198–202. https://doi.org/10.1016/j.teln.2019.03.002

This retrospective comparative study examined whether math coursework outcomes were predictive of program completion in an associate degree nursing program. The study analyzed student transcripts (n=473) and found that performance in calculus and precalculus courses, as well as a student’s overall total math GPA, was significantly associated with program completion. On the other hand, grades in algebra & trigonometry or statistics courses did not have a statistically significant impact on graduation rates. These findings suggest that higher levels of math competency, particularly in calculus and precalculus, are more closely linked to success in nursing school.

Masood, Z., & Hoda, R. (2014). Math Tutor: An Interactive Android-Based Numeracy Application for Primary Education. New Zealand, 150.

This paper describes the design and development of Math Tutor, an Android-based application that helps children learn and practice early numeracy addition and subtraction in English and Māori languages. The authors explain the features and functionalities of the application, such as adaptive exercises, feedback, reward system, teacher administration, language setting, and exercise mode setting. They also report the results of a usability evaluation with seven university students and discuss the usefulness and usability of the application. This paper contributes to the field of mobile learning and math education by providing a novel and effective approach to teach early numeracy concepts using touch-based devices.

Ngo, F. (2019). Fractions in College: How Basic Math Remediation Impacts Community College Students. Research in Higher Education, 60(4), 485–520. https://doi.org/10.1007/s11162-018-9519-x

This study examines the relationship between basic math skills, remedial math courses, and the academic success of community college students. Utilizing a unique placement policy at a specific community college that assigns students to remedial coursework based on various math skill cutoffs, the study identifies the skills that most frequently impede student access to higher-level math courses, namely procedural fluency with fractions and the ability to solve word problems. The study then employs a regression discontinuity design to assess the impact of narrowly missing these skill cutoffs. The findings reveal that falling short on just one fractions question on the placement diagnostic, resulting in placement in a lower-level math course, had detrimental effects on both college persistence and attainment. This negative impact was not observed for missing other skill cutoffs. These findings highlight the need to reevaluate the specific math expectations that govern access to college math coursework.

Penglase, M., & Arnold, S. (1996). The graphics calculator in mathematics education: A critical review of recent research. Mathematics Education Research Journal, 8(1), 58–90. https://doi.org/10.1007/BF03355481

The graphics calculator, often referred to as the “super calculator,” has generated substantial interest among mathematics educators. It is widely regarded as a tool with the potential to transform mathematics education, and numerous studies have investigated its effectiveness as an instructional and learning tool in precalculus and calculus courses, particularly in the areas of functions, graphing, and modeling. Some findings suggest that these devices can (a) facilitate the understanding of functions and graphing concepts, (b) promote mathematical exploration and investigation, and (c) encourage a shift in emphasis from algebraic manipulation and proof to graphical exploration and examination of the relationship between graphical, algebraic, and geometric representations. However, other studies point out the continued need for manipulative techniques in learning function and graphing concepts, the possibility that graphics calculators may not facilitate the learning of specific precalculus topics, and the potential for “deskilling,” particularly among males. This paper argues that much of the research in this new and important field fails to provide clear guidance or even adequately inform debate regarding the role of graphics calculators in mathematics teaching and learning. The paper contends that many of the studies reviewed could be more appropriately classified as “program evaluations” rather than as research on the graphics calculator per se, due to their failure to distinguish the tool’s role from that of the instructional process. Furthermore, claims regarding the effectiveness of the graphics calculator as a learning tool often overlook the fact that judgments of effectiveness stem directly from existing assumptions about both assessment practices and student “achievement.”

Quarles, C. L., & Davis, M. (2017). Is Learning in Developmental Math Associated With Community College Outcomes? Community College Review, 45(1), 33–51. https://doi.org/10.1177/0091552116673711

Remedial mathematics courses are often viewed as an obstacle to student success in community college, prompting recent efforts to reform these courses. However, limited research explicitly explores whether enhanced learning in remedial classes translates to improved grades or completion rates. This study investigates the relationship between procedural and conceptual learning in developmental math and measures of academic progress, such as grades. Methodology: All intermediate algebra students at a large, urban community college were administered a mathematical skills assessment, along with students enrolled in the subsequent college-level math course at the start of the following term. Assessment scores were compared against student demographics, grades in intermediate algebra and college-level math, and credential attainment. Findings: After accounting for grades in prior courses, procedural algebra skills did not correlate with higher grades in college-level math. While conceptual mathematics proficiency was associated with better grades in general education math, this association was not observed for pre-calculus. In developmental classes, however, learning gains were primarily procedural, demonstrating a positive correlation with grades. Additionally, students who took at least one term off from math exhibited significantly lower procedural skills but not conceptual skills. Implications: These findings challenge the common assumption in community college research that increased student learning in remedial mathematics will automatically lead to improved student outcomes. The results suggest that the type of mathematics taught in developmental classes can influence student outcomes. Instruction focused solely on procedural skills may not adequately prepare students for college-level mathematics.

Rodriguez, M. (2019). A LITERATURE REVIEW ON THE EFFECTS OF THE USE OF GRAPHIC CALCULATORS IN COLLEGE ALGEBRA COURSES.

This literature review examines the impact of graphic calculators on college students’ final grades, specifically focusing on their effects on student performance, motivation, and satisfaction. The review draws upon constructivist theory and technology-assisted instruction theory to explore the theoretical underpinnings of these impacts. The findings indicate that graphic calculators can positively influence student performance, motivation, and satisfaction, particularly when integrated into constructivist and technology-assisted learning approaches. However, the review also highlights the need for further research to fully understand the nuances of graphic calculator use and its role in enhancing college algebra instruction.

Schaeffer, M. W., Rozek, C. S., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2018). Disassociating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention. Journal of Experimental Psychology: General, 147(12), 1782–1790. https://doi.org/10.1037/xge0000490

This article reports a randomized field experiment that examined the effects of a math app intervention on the relation between parents’ math anxiety and children’s math achievement in first through third grades. The math app consisted of a daily math story problem that parents and children engaged with together. The math app provides features such as self-pacing, immediate feedback, and interactive number lines. The math app reduced the negative association between parents’ math anxiety and children’s math achievement in first grade. The results showed that the math app intervention had lasting effects on eliminating the negative relationship between parents’ math anxiety and children’s math achievement, even after families stopped using the app. The article also showed that the intervention changed parents’ expectations and value for their children’s math learning, which partially explained the sustained benefits of the math app. The article discussed the potential of using well-designed math apps to help children of math-anxious parents achieve the Common Core State Standards for Mathematics.

Shahriari, R. (2019). The Effect of Using Technology on Students’ Understanding in Calculus and College Algebra [Ph.D., University of Arkansas]. In ProQuest Dissertations and Theses. https://www.proquest.com/docview/2244315157/abstract/102D8BE03EA546C4PQ/1

This mixed-methods study examines the impact of technology on college algebra and calculus students’ understanding and performance. The study involved 315 college algebra students and 40 survey of calculus students at the University of Arkansas. Data collection methods included pre- and post-attitude surveys, written tests, and qualitative analysis of students’ work. The findings indicate that technology use significantly enhances students’ understanding and performance in both college algebra and calculus. Specifically, students demonstrated improved comprehension of concepts, enhanced logical reasoning skills, and greater proficiency in using graphs and notation. These positive outcomes were observed across various topics, including domain, asymptotes, function behavior, logarithmic functions, maximum/minimum values, limits, and definite integrals. The study concludes that technology plays a valuable role in facilitating effective mathematics instruction and promoting student learning.

Svela, A., Nouri, J., Viberg, O., & Zhang, L. (2019). A Systematic Review of Tablet Technology in Mathematics Education (pp. 139–158). International Association of Online Engineering. https://www.learntechlib.org/p/216532/

This systematic review investigates the current state of tablet-mediated learning in mathematics, focusing on the latest generation of tablet technology. The review seeks to identify the specific math sub-disciplines being targeted, the tablet technology (applications and hardware) being utilized, and the pedagogical approaches being employed in educational settings. It also examines the advantages and disadvantages of using tablets for math instruction. The review analyzed 39 relevant articles from various academic technology and educational databases. The findings reveal that tablets are primarily being used in various math sub-disciplines, including arithmetic, computation, and geometry, with the iPad being the most popular choice for tablet hardware/applications. Pedagogical approaches tend to favor game-based learning, environment interaction, and special needs support. The technological advantages of using tablets for math instruction include increased collaboration and mathematics engagement enabled by tablet mobility and a high potential for customization of solutions. However, developers, teachers, and researchers need to be aware of potential challenges in designing content for tablet technology deployments in mathematics.

Verbruggen, S., Depaepe, F., & Torbeyns, J. (2021). Effectiveness of educational technology in early mathematics education: A systematic literature review. International Journal of Child-Computer Interaction, 27, 100220. https://doi.org/10.1016/j.ijcci.2020.100220

Review article on ET in early mathematics education: This article provides a systematic and comprehensive review of the research literature on the effectiveness of educational technology (ET) in early mathematics education, critically analyzing the findings of studies adhering to a media comparison approach versus studies following a value-added approach. The article also discusses the features of the ET and ET implementation and the child characteristics that are associated with ET effectiveness. The article concludes with suggestions for future research and practice in the field.

Wei, X., Cheng, I.-L., Chen, N.-S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461–1484. https://doi.org/10.1007/s11423-020-09752-x

The study investigates implementing a flipped classroom approach in a Chinese middle school setting to enhance the mathematical learning performance of sixth-grade students. The proposed approach involves students watching instructional videos at home and taking notes, which are then utilized for in-class discussions facilitated by the teacher. An experimental design was employed to evaluate the effectiveness of this approach compared to traditional classroom instruction. The findings demonstrate that the flipped classroom approach significantly improves students’ overall mathematical learning performance, particularly for those with moderate mathematics proficiency. The study provides valuable insights for teachers on effective managing flipped classrooms to optimize student learning outcomes.

Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using Math Apps for Improving Student Learning: An Exploratory Study in an Inclusive Fourth Grade Classroom. TechTrends, 59(2), 32–39. https://doi.org/10.1007/s11528-015-0837-y

This article reports an exploratory study that examined the effects of three math apps on the learning of decimals and multiplication by 18 fourth-grade students, half of whom were struggling learners. The math apps were Splash Math, Motion Math Zoom, and Long Multiplication, which provided features such as self-pacing, immediate feedback, interactive number lines, and breaking down complex procedures. The results showed that the students improved their performance in all three assessments after using the math apps and that the achievement gap between struggling learners and typical learners was reduced. The article discusses the potential of using well-designed math apps to help struggling students achieve the Common Core State Standards for Mathematics and suggests some ways to improve the design and evaluation of math apps.

Zulu, J., Nalube, P., Changwe, R., & Mbewe, S. (2021). The Challenges and Opportunities of Using ZOOM App in the Teaching and Learning of Mathematics in Higher Education Institutions (HEIs) During COVID-19 Pandemic: Lecturers’ and Students’ Perspective. VI, 2454–6194.

This study examines the challenges and opportunities of using the ZOOM app for mathematics instruction during the COVID-19 pandemic from the perspectives of both lecturers and students. The study involved 50 students enrolled in mathematics courses and 10 lecturers who teach mathematics courses at five institutions in the Lusaka district of Zambia. A mixed-methods approach, combining a descriptive survey study design and semi-structured questionnaires and interviews, was employed to collect data. The findings reveal that the primary challenges of using ZOOM for mathematics instruction include limited participant capacity, unreliable network connectivity, frequent power outages, insufficient technological knowledge among users, high data consumption, and limited access to devices for online learning. Conversely, the study also highlights several opportunities associated with ZOOM, including the flexibility to teach and learn from anywhere, cost-effectiveness compared to traditional classroom settings, facilitation of group work, user-friendly interface, scheduling capabilities, and the ability for participants to join sessions before the host. Based on these findings, the study recommends that the Zambian government, through the Ministry of Higher Education (MoGE), should promote the use of ZOOM in mathematics education. Additionally, it suggests that the government should provide more training for both lecturers and students to effectively utilize ZOOM and overcome the challenges associated with its use in mathematics instruction.

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