Using Context-Aware Ubiquitous Learning to Support Students’ Understanding of Geometry

Abstract

In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde’s (2009), design-based research (DBR) methodology was used in this study. As a systematic yet flexible methodology, DBR utilizes an iterative cyclical process of design, implementation, analysis, and revision. Using this particular DBR methodology, a local instruction theory was developed that includes a set of exemplar curriculum activities and design guidelines for the development of context-aware ubiquitous learning activities.

Data collection included semi-structured clinical interviews, observations, student artefacts, video recordings and lesson reflections. This study of technology is grounded in a subject content area (mathematics) so the researchers could clearly state the advantages of using this approach in an educational context. A review of the findings indicates that context-aware ubiquitous learning proved useful in avoiding many common errors and misconceptions that students have in learning these concepts, and students demonstrated growth in their understanding of angle and angle measure beyond what is typically expected. From this study, the researchers present four design guidelines and a full set of context-aware ubiquitous activities.