A modified analytical framework for describing m-learning (as applied to early grade Mathematics)
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 edu...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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AOSIS
2019-05-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/532 |
| _version_ | 1818383090362351616 |
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| author | Nicky Roberts Garth Spencer-Smith |
| author_facet | Nicky Roberts Garth Spencer-Smith |
| author_sort | Nicky Roberts |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-14T03:00:50Z |
| format | Article |
| id | doaj.art-d4d4ce4fa07348528475a79b49e65797 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-12-14T03:00:50Z |
| publishDate | 2019-05-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-d4d4ce4fa07348528475a79b49e657972022-12-21T23:19:31ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822019-05-0191e1e1110.4102/sajce.v9i1.532329A modified analytical framework for describing m-learning (as applied to early grade Mathematics)Nicky Roberts0Garth Spencer-Smith1Centre for Education Practice Research, University of Johannesburg, SowetoCentre for Education Practice Research, University of Johannesburg, SowetoBackground: 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.https://sajce.co.za/index.php/sajce/article/view/532early grademathematicsm-learningAfricaanalytical frameworkICT |
| spellingShingle | Nicky Roberts Garth Spencer-Smith A modified analytical framework for describing m-learning (as applied to early grade Mathematics) South African Journal of Childhood Education early grade mathematics m-learning Africa analytical framework ICT |
| title | A modified analytical framework for describing m-learning (as applied to early grade Mathematics) |
| title_full | A modified analytical framework for describing m-learning (as applied to early grade Mathematics) |
| title_fullStr | A modified analytical framework for describing m-learning (as applied to early grade Mathematics) |
| title_full_unstemmed | A modified analytical framework for describing m-learning (as applied to early grade Mathematics) |
| title_short | A modified analytical framework for describing m-learning (as applied to early grade Mathematics) |
| title_sort | modified analytical framework for describing m learning as applied to early grade mathematics |
| topic | early grade mathematics m-learning Africa analytical framework ICT |
| url | https://sajce.co.za/index.php/sajce/article/view/532 |
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