University of Oregon

How can digital learning environments be used to enhance the teaching and learning of mathematics?

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The research on this topic has proliferated over recent years, and highlights many options for integrating mathematics teaching into digital environments, and vice versa.  Some of these options include online courses, educational computer games, mobile phone apps, digital textbooks, and entire virtual worlds within which students learn and interact. One challenge involved in developing and implementing these digital learning environments lies in allowing for meaningful interaction with and manipulation of the environment on the part of both teacher and students.  If this and other conditions are met, there are many potential benefits to both students and teachers from the implementation of these resources into mathematics education, including increased student engagement, increased ability to provide individualized teaching, increased accessibility to classes and class materials, and enhanced evaluation and feedback methods. 

We have started a literature search dedicated to finding the most recent and relative reesarch on this topic, and our initial findings are located below. Please leave us any suggestions you have for adding to this list in the comments section of this page.

Balacheff, N., & Kaput, J. J. (1996). Computer-based learning environments in mathematics. In A. J. Bishop (Ed.), International handbook of mathematics education (pp. 469–502). Netherlands: Kluwer Academic Publishers.

Daher, W. M. (2009). Students’ perceptions of learning mathematics with cellular phones and applets. International Journal of Emerging Technologies in Learning, 4(1), 23–28. doi:10.3991/ijet.v4i1.686

Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology, 26(1), 85–104.

Evans, J. (2011). Administrators’ challenges and opportunities: Part one, Leveraging technology to close the achievement gap: A critical peer survey (White Paper No. 1). Project Tomorrow, K12.

Franklin, T., & Peng, L.-W. (2008). Mobile math: Math educators and students engage in mobile learning. Journal of Computing in Higher Education, 20(2), 69–80. doi:10.1007/s12528-008-9005-0

Freiman, V., Manuel, D., & Lirette-Pitre, N. (2007). CASMI: Virtual learning collaborative environment for mathematical enrichment. Understanding Our Gifted, 19(4), 20–23.

Juan, A., Huertas, A., Steegmann, C., Corcoles, C., & Serrat, C. (2008). Mathematical e-learning: State of the art and experiences at the open university of Catalonia. International Journal of Mathematical Education in Science and Technology, 39(4), 455–471. doi:10.1080/00207390701867497

Kaufmann, H., & Schmalstieg, D. (2006). Designing immersive virtual reality for geometry education. Proceedings of the IEEE Virtual Reality Conference (VR 2006), 51–58. doi:10.1109/VR.2006.48

Kim, M., Yoo, K.-H., Park, C., Yoo, J.-S., Byun, H., Cho, W., Ryu, J., et al. (2010). An XML-based digital textbook and its educational effectiveness. In T. Kim & H. Adeli (Eds.), Advances in computer science and information technology, Lecture Notes in Computer Science (Vol. 6059, pp. 509–523). Berlin, Heidelberg: Springer Berlin Heidelberg. Retrieved from http://www.springerlink.com/index/10.1007/978-3-642-13577-4_46

Lopez-Morteo, G., & López, G. (2007). Computer support for learning mathematics: A learning environment based on recreational learning objects. Computers & Education, 48(4), 618–641. doi:10.1016/j.compedu.2005.04.014

Mikropoulos, T. A., & Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999-2009). Computers & Education, 56(3), 769–780. doi:10.1016/j.compedu.2010.10.020

Moor, J., & Zazkis, R. (2000). Learning mathematics in a virtual classroom: Reflection on experiment. Journal of Computers in Mathematics and Science Teaching, 19(2), 89–113.

Pasqualotti, A., & Freitas, C. M. S. (2002). MAT3D: A virtual reality modeling language environment for the teaching and learning of mathematics. CyberPsychology & Behavior, 5(5), 409–422. doi:doi:10.1089/109493102761022832

Rowhani, S., & Sedig, K. (2005). E-books plus: Role of interactive visuals in exploration of mathematical information and e-learning. Journal of Computers in Mathematics and Science Teaching, 24(3), 273–298.

Ryan, W. J. (2002, March 19). Online and in the classroom: The numbers and what they might mean. Presented at the League for Innovation in the Community College Innovations Conference, Boston, MA. Retrieved from ERIC database. (ED467851)

Sadik, A., & Reisman, S. (2004). Design and implementation of a web-based learning environment: Lessons learned. Quarterly Review of Distance Education, 5(3), 157–171.

Stahl, G. (2006). Supporting group cognition in an online math community: A cognitive tool for small-group referencing in text chat. Journal of Educational Computing Research, 35(2), 103–122.

Stromso, H. I., Grottum, P., & Lycke, K. H. (2007). Content and processes in problem-based learning: A comparison of computer-mediated and face-to-face communication. Journal of Computer Assisted Learning, 23(3), 271–282. doi:10.1111/j.1365-2729.2007.00221.x

Yerushalmy, M. (2010). Designing a setting for mobile mathematical inquiry. Haifa, Israel: The Institute for Alternatives in Education, University of Haifa.

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