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Publicação
Breaking barriers in learning math: architecture of the MILAGE Learn+ App
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| 1.55 MB | Adobe PDF |
Orientador(es)
Resumo(s)
The purpose of the present conference paper is to describe the conceptual framework underpinning the design
of a mobile app to teach and learn math in secondary schools. The mobile learning concept is part of a societal
model that assumes digital skills as vital in the ability to analyze and produce digital information, apply
creative skills and innovation (technological and methodological), and engage in collaborative work.
Self-directed learning and learner autonomy explicitly accept responsibility for their learning in the sense of sharing the setting of learning goals, taking initiatives in planning and executing learning activities, and regularly reviewing their learning and evaluating their goals. Mobile learning may become an autonomous activity, selfmotivated, and promote informal learning or/and be part of the school experience. Counseling, self and peerassessment, and peer-to-peer collaboration are some of the requirements underlying the design of the MILAGE Learn+mobile app, an interactive artifact intended for learning mathematics in secondary schools.
Descrição
Conferência realizada em Lisboa de 16-17 de novembro de 2018.
Palavras-chave
App Mathematics Autonomous learning Technology-enhance learning Student-centered learning Educational technology
Contexto Educativo
Citação
González-Perez, Alicia; et al. - Breaking barriers in learning math: architecture of the MILAGE Learn+ App. In ARTeFACTo 2018. International Conference on Transdisciplinary Studies in Arts, Technology and Society, 1, Lisboa, 2018 - "ARTeFACTo 2018" [Em linha]. [S.l.]: Artech Internacional, 2018. p. 119-123