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dc.contributor.authorLarkin, Kevin
dc.contributor.authorKortenkamp, Ulrich
dc.contributor.authorLadel, Silke
dc.contributor.authorEtzold, Heiko
dc.date.accessioned2019-10-14T06:25:05Z
dc.date.available2019-10-14T06:25:05Z
dc.date.issued2019
dc.identifier.issn2199-3246en_US
dc.identifier.doi10.1007/s40751-018-0045-4en_US
dc.identifier.urihttp://hdl.handle.net/10072/388392
dc.description.abstractIt is an increasingly common phenomenon that elementary school students are using mobile applications (apps) in their mathematics classrooms. Classroom teachers, who are using apps, require a tool, or a set of tools, to help them determine whether or not apps are appropriate and how enhanced educational outcomes can be achieved via their use. In this article we investigate whether Artifact Centric Activity Theory (ACAT) can be used to create a useful tool for evaluating apps, present a review guide based on the theory and test it using a randomly selected geometry app [Pattern Shapes] built upon different (if any at all) design principles. In doing so we broaden the scope of ACAT by investigating a geometry app that has additional requirements in terms of accuracy of external representations, and depictions of mathematical properties (e.g. reflections and rotations), than is the case for place value concepts in [Place Value Chart] which was created using ACAT principles and has been the primary app evaluated using ACAT. We further expand the use of ACAT via an independent assessment of a second app [Click the Cube] by a novice, using the ACAT review guide. Based on our latest research, we argue that ACAT is highly useful for evaluating any mathematics app and this is a critical contribution if the evaluation of apps is to move beyond academic circles and start to impact student learning and teacher pedagogy in mathematics.en_US
dc.description.peerreviewedYesen_US
dc.languageenen_US
dc.publisherSpringer Natureen_US
dc.relation.ispartofpagefrom59en_US
dc.relation.ispartofpageto92en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalDigital Experiences in Mathematics Educationen_US
dc.relation.ispartofvolume5en_US
dc.subject.fieldofresearchSpecialist Studies in Educationen_US
dc.subject.fieldofresearchcode1303en_US
dc.titleUsing the ACAT Framework to Evaluate the Design of Two Geometry Apps: an Exploratory Studyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationLarkin, K; Kortenkamp, U; Ladel, S; Etzold, H, Using the ACAT Framework to Evaluate the Design of Two Geometry Apps: an Exploratory Study, Digital Experiences in Mathematics Education, 2019, 5 (1), pp. 59-92en_US
dc.date.updated2019-10-14T05:32:17Z
dc.description.versionPost-printen_US
gro.rights.copyright© 2018 Springer Nature Switzerland AG. This is an electronic version of an article published in Digital Experiences in Mathematics Education, Volume 5, Issue 1, pp 59–92, 2019. American Journal of Criminal Justice is available online at: http://link.springer.com/ with the open URL of your article.en_US
gro.hasfulltextFull Text
gro.griffith.authorLarkin, Kevin M.


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