Using mobile technology for teaching and learning in mathematics Dr Steve Lakin & Ms Aoife Hunt Shift 2013: Sharing Practice, Developing Community

Technology in Learning Spaces Wide Access Creative Learning Naturalisation Student Experience

Technology in Learning Spaces Student Experience Group Learning Individual Learning Face-to-face Learning Virtually linked with internet and mobile devices

Mobile devices for mathematics General learning practices: Documentation (notes, speech, video) Research (teaching materials, wider web) Interactive capability (live annotation/feedback) Mathematical applications: Gaming formats support K-12 teaching At higher education level: less repetition-based super-advanced calculators/video tutorials Relevant apps for applied maths are disparate can be useful for visualising complex ideas

Greenwich Case Study First phase in an ongoing project to trial the use of mobile devices in lectures and tutorials iPad applications within 3rd year maths course: Coding and Cryptography (MATH1137) Course evaluation included an anonymous survey to evaluate the student experience Findings will inform the next phase in this project (implementation in courses next year)

Coding and Cryptography iPad Applications for Coding and Cryptography

Student Survey: Question 1

Student Survey: Question 2

Student Survey: Question 3

Student Survey: Question 4

Student Survey: Question 5

Student/Lecturer Feedback Improvement Interesting apps and engaging activities promoted learning Research/sourcing (perhaps developing) of new apps Inclusion of students without personal mobile device Application for iPad technology kit in department Other subject could benefit from these types of apps Application within Discrete Mathematics course (1st yrs) Potentially disturbance of mobile activity in lectures Hands-on tutorial activities with mobile devices

Conclusions / Project Future Mobile devices are widely used within learning spaces, and change the nature in which students interact with each other and learning materials. Including applications within formal lecture spaces can promote student engagement and provide creative tools to enable visualisation of concepts and practise beyond paper. First phase provided valuable insights into the potential for mobile device applications Second phase this year: Improved provision for two courses Another feedback stage with emphasis on student creative input.

Thank you for your time  s.lakin@gre.ac.uk a.l.hunt@gre.ac.uk