سياقات وصفات تعلم تلاميذ المدرسة الإعدادية الرياضيات بمساعدة الهاتف الخلوي

Abstract

Learning with the cellular phone enables utilizing variable functions embedded in the
cellular phone, for example it mobility, its dynamic nature, the ability to use it for verbal
and textual communication, the ability to use it to take pictures and record voice and
videos, the ability to use it to transfer information, etc. These characteristics and functions
facilitate students’ learning in and out of the classroom and can positively affect the
learning role of the student. The research aims at exploring the new learning opportunities
that can be enable by the cellular phone. More specifically, its objective is to examine
which learning contexts the cellular phone can enable, which students’ grouping it can
permit and with which learning methods it can provide. At the same time, this research
examines which mathematical objects and processes can emerge in the cellular phone
environment.
To do this examination the research utilizes the grounded theory to analyze the collected
data, while it utilizes the contexts model to analyze the findings. The research findings
indicate that the cellular phone provides rich learning contexts for the mathematics learner,
which include learning in and out of the classroom, learning abstract mathematics and
mathematics that is engaged with real life phenomena, and learning in which the
mathematics learner is engaged with mathematical representations (Algebraic and
graphical). Furthermore, students who participated in the research could model
mathematically real life phenomena independently.
The cellular phone also enables learning in different groupings of students who had
various learning roles. The rich contexts provided by the cellular phone facilitate working
with various mathematical objects whose various representations were studied deeply by
the participating students.