Characterising the perceived value of mathematics educational apps in preservice teachers
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This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred and seventy-three preservice students studying primary school education from two public and one private Australian universities participated in the study. The respondents examined three different apps using a purposively designed instrument in regard to either their explorative, productive or instructive instructional role. While construct validity could not be established due to a broad range of variability in responses implying a high degree of subjectivity in respondents’ judgments, the qualitative analysis was effective in establishing content validity.
Mathematics Education Research Journal
© 2016 Springer Netherlands. This is an electronic version of an article published in Mathematics Education Research Journal (MERJ), Volume 28, Issue 1, pp 199–221, 2016. Mathematics Education Research Journal (MERJ) is available online at: http://link.springer.com/ with the open URL of your article.
Curriculum and Pedagogy not elsewhere classified