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Challenging assumptions: Mobile Learning for Mathematics Project in South Africa
Roberts, Nicky and Vänskä, Riitta

PublishedAugust 2011
JournalDistance Education
Volume 32, Issue 2, Pages 243 - 259
PublisherRoutledge, Taylor & Francis Online
CountrySouth Africa, Africa

ABSTRACT
This article introduces the Nokia Mobile Learning for Mathematics Project in South Africa, which made use of mobile technology to support mathematics learning at 30 public secondary schools. It draws on the evaluation of this project from January to June 2010. The article discusses learner access to mobile devices, learner and teacher uptake and use of the service, the relationship between learner and teacher use, and the impact on learner results in mathematics. The article outlines the assumptions made by project participants about the uptake and use of such a service, which were not substantiated by the evaluation findings.

Keywords access · mathematics education · mobile learning · secondary school · social networking

Languageen
ISSN1475-0198
RefereedYes
DOI10.1080/01587919.2011.584850
Other informationDistance Education
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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