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Introducing tablet devices during mathematics education: 'is it really a magical learning tool?'

(2016) PONTE. 72(7). p.393-410
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Abstract
This paper reports on the introduction of the tablet device as a mobile learning tool during the course mathematics. This study involves nine classes with 164 seventh grade students in total. A comparison is made between students who use tablet devices during the course mathematics (experimental condition) and students who attain this course in a traditional (no device) way (control condition). Based on the self-determination theory, students' motivation towards learning, the perceived individual support and students' achievement on a mathematic test is measured. Results show that experiencing higher levels of support leads to higher levels of autonomous motivation to learn mathematics. Higher levels of autonomous motivation lead in turn to higher scores on the mathematics test. While students' perceptions towards learning with tablets are positive, results show that students in the experimental condition performed lower compared to students in the control condition, despite experiencing more individualized support when they learn with tablets. As a conclusion, although the use of tablet devices can be an added value to the learning experience of students; these are no magical learning tools and the introduction of these devices does not ensure learning. These results challenge teaching practices and invite manifold areas for further research.
Keywords
mathematics, tablets, secondary education, perceptions

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MLA
Montrieux, Hannelore, Tammy Schellens, Jouri Van Landeghem, et al. “Introducing Tablet Devices During Mathematics Education: ‘Is It Really a Magical Learning Tool?’” PONTE 72.7 (2016): 393–410. Print.
APA
Montrieux, H., Schellens, T., Van Landeghem, J., & Mouton, T. (2016). Introducing tablet devices during mathematics education: “is it really a magical learning tool?” PONTE, 72(7), 393–410.
Chicago author-date
Montrieux, Hannelore, Tammy Schellens, Jouri Van Landeghem, and Tania Mouton. 2016. “Introducing Tablet Devices During Mathematics Education: ‘Is It Really a Magical Learning Tool?’” Ponte 72 (7): 393–410.
Chicago author-date (all authors)
Montrieux, Hannelore, Tammy Schellens, Jouri Van Landeghem, and Tania Mouton. 2016. “Introducing Tablet Devices During Mathematics Education: ‘Is It Really a Magical Learning Tool?’” Ponte 72 (7): 393–410.
Vancouver
1.
Montrieux H, Schellens T, Van Landeghem J, Mouton T. Introducing tablet devices during mathematics education: “is it really a magical learning tool?”PONTE. 2016;72(7):393–410.
IEEE
[1]
H. Montrieux, T. Schellens, J. Van Landeghem, and T. Mouton, “Introducing tablet devices during mathematics education: ‘is it really a magical learning tool?,’” PONTE, vol. 72, no. 7, pp. 393–410, 2016.
@article{8039283,
  abstract     = {This paper reports on the introduction of the tablet device as a mobile learning tool during the course mathematics. This study involves nine classes with 164 seventh grade students in total. A comparison is made between students who use tablet devices during the course mathematics (experimental condition) and students who attain this course in a traditional (no device) way (control condition). Based on the self-determination theory, students' motivation towards learning, the perceived individual support and students' achievement on a mathematic test is measured. Results show that experiencing higher levels of support leads to higher levels of autonomous motivation to learn mathematics. Higher levels of autonomous motivation lead in turn to higher scores on the mathematics test. While students' perceptions towards learning with tablets are positive, results show that students in the experimental condition performed lower compared to students in the control condition, despite experiencing more individualized support when they learn with tablets. As a conclusion, although the use of tablet devices can be an added value to the learning experience of students; these are no magical learning tools and the introduction of these devices does not ensure learning. These results challenge teaching practices and invite manifold areas for further research.},
  author       = {Montrieux, Hannelore and Schellens, Tammy and Van Landeghem, Jouri  and Mouton, Tania},
  issn         = {0032-423X},
  journal      = {PONTE},
  keywords     = {mathematics,tablets,secondary education,perceptions},
  language     = {eng},
  number       = {7},
  pages        = {393--410},
  title        = {Introducing tablet devices during mathematics education: 'is it really a magical learning tool?'},
  url          = {http://dx.doi.org/10.21506/j.ponte.2016.7.30},
  volume       = {72},
  year         = {2016},
}

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