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)
Statement of the Problems.
The objectives of this research work is to study the college students perceptions of mathematics learning using mobile phones. Basically it’s all about; using mobile phones in teaching and learning of mathematics among the college students and the way they perceive it.
Although mobile phones are tools hat students enjoy using few projects or experiments have been carried out on their use in the mathematics classroom (Baya’s and Daher, 2009). This explains why little research has been performed on students using mobile phones to build mathematical knowledge, and even less in ceuthentic contexts, especially research focusing on students involved in modeling mathematically real world phenomena outside the classroom. The studies described above were performed about students mathematical learning using mobile devices in various settings.
The present study attempted to examine such an issue when students collaborate to any out activities involving real world phenomena.
The study also suggests how the students can work outside the classroom to learn about real world phenomena mathematically, model the phenomena using mobile phones, discuss the functions graphs and the algebraic rules that they obtain. This can open opportunities for mathematics learning.
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