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STUDENTS PERCEPTIONS OF MATHEMATICS LEARNING USING MOBILE PHONES

CHAPTER ONE

INTRODUCTION

  Background of the Study

Cell phones are integral parts of university life and culture. Even a casual observation of today’s university students will reveal cell phone being used, both covertly and overtly in every possible campus setting, including the classroom. Research suggests that university student frequently use the cell phone during class time despite rules against doing so (Tindell& Bohlander,2012). As cell phone technology continues its rapid development the device appear capable of contributing to student learning and improve academic performance. For example, Modem, Smart phone, provide students with immediate access to many of the same education-enhancing capabilities as an internet-connected computed such as online information retrieval, file sharing and interacting with professors and fellow student (Bue and Mc cormick, 2012, Tao and yeh 2013). Conversely resent research suggests that many college students perceive the cell phone primarily as a leisure device and most commonly use cell phones for social networking, surfing the internet, watching videos, and playing games ( Lepp, Li and Barkely, 2015; Lepp, Barkely, Sanders, Rebold and Gates, 2013). If typically utilized for leisure rather than education, then cell phones may disrupt learning within academic setting ( Levine, Waiter and Bowman 2007).

Inspite of the burst of mobile phones in most of our daily lives aspects, the utilization of these devices in education is still new in its infancy. This is true for the use of mobile phones in education in general and especially for its use in teaching mathematics. On the other hand, we are aware recently of the increasing commonness of mobile and wireless devices, especially mobile phones, amongst the young generations. This provide new possibilities, opportunities and challenges for the educational environment. Furthermore, some recent studies examined the use of mobile phones in learning mathematics amongst college pre-service teacher. This implies new era for mobile phone integration in the mathematics class in which the diversified mobile features are utilized to build mathematical knowledge. This also studied learning environment. Doing so they aimed to examine how socio-cultural and situated learning aspects were reflected in these processes and experiences. The found that the contribution of the mobile phone environment lies not only in making dynamic mathematical application more available, but also in support the execution of tasks that are closer to the students experience and more relevant to them which has the potential to enhance experiential learning ( this was explained according to Genossar, Botzer and Yerusgamly (2008)

White (2004,2006) explained the use of wireless handheld computers to support middle school students collaborative learning of algebraic function in an applied context of cryptography. The wireless computer network used by the students blended multiple linked representations of mathematical functions with role based students group works to facilitate the learning of algebraic functions and the solving of complex mathematics problems in small groups. White (2006) reported that working in a network of handheld computers, students simultaneously negotiated share ulterances through a discursion network and shared objects through a devices network. White (2004/2006) experimented with learning in a network inside the classroom, and the students were assigned specific roles at the beinginning of the activity and could alternate their roles later, whereas this study is concerned with mathematics learning both outside and inside the classroom, and the participants could decide from the beginning what roles to assume.

How to get complete project materials


Step 1: make payment of N2,000 to the below bank details


NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
ACCOUNT TYPE:       SAVINGS
AMOUNT:                  N2000

NAME:                       TITUS AYANI SOLA


BANK:                       GTB BANK
ACCT NO:                  0262412831
ACCOUNT TYPE:       SAVINGS

STEP 2: AFTER PAYMENT SEND THE PROJECT TOPIC AND YOUR EMAIL ADDRESS TO 08063666753

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Updated: 20th June 2017 — 8:14 pm

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