Main Article Content
The development, usage, and investigation of educational math applications for mobile devices have increased in recent years. This manuscript analyzes the current state of educational mathematics applications for K-12, higher learning, and professional needs. Specifically, we will highlight the current limitations, and provide a taxonomy of the features found in the most effective apps. Also, we specify the major components and considerations concerning math applications. Several methods of implementation are discussed within indicated learning contexts. Alignment with solid educational theory promotes the effectiveness of the apps, which has been replicated in multiple research studies. Finally, we provide an overview of the types of math apps and how to select one that fits a specific instructional need.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Adaptive Curriculum. (2014, 11 3). Products. Retrieved from Adaptive Curriculum.com: www.adaptivecurriculum.com
Alexander, A., Blair, K. P., Goldman, S., & Jimenez, O. (2010). Go Math! How Research Anchors New Mobile Learning Environments. IEEE Computer Society, 57-64.
App Annie. (2014, December 2). MyScript Calculator - Handwriting Calculator. Retrieved from App Annie.com: http://www.appannie.com/apps/ios/app/myscript-calculator-handwriting-calculator/
Arizona State University. (2011, January 1). Home. Retrieved from Dr. Gary Glen Bitter: http://www.garybitter.com/
Bitter, G. (1978). Mathematics Education in the Future. Cooperative of Faculty for Teaching, Research, and Service in Elementary Math, Science, and Social Studies., 1-54.
Bitter, G. G., & Meylani, R. (2013, April 4). Creating Higher-Achieving Math Students in the App Generation. Tempe, Arizona, United States of America.
Bjerede, M. (2014). Learning in the Digital Age: Better Apps Are Coming. Education Next, 86-87.
Blood, E. (2010). Effects of Student Response Systems on Participation and Learning of Students with Emotional and Behavioral Disorders. Behavioral Disorders, 214-228.
Bordogna, C. M., & Albano, E. V. (2001). Phase Transitions in a Model For Social Learning Via the Internet. International Journal of Modern Physics, 1241-1250.
Croucher, M., Rowlett, P., & Lewis, H. (2012). Smartphone Apps for Mathematics. Association of Teachers of Mathematics, 36-37.
Devlin, K. (2013). The Music of Math Games. American Scientist, 87-91.
Guergachi, A., & Patry, G. (2002). Statistical Learning Theory, Model Identification and System Information Content. International Journal of General Systems, 343-357.
Haydon, T., Hawkins, R., Denune, H., Kimener, L., McCoy, D., & Basham, J. (2012). A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance. Behavioral Disorders, 232-243.
Hoang, T. V., & Caverly, D. C. (2013). Techtalk: Mobile Apps and College Mathematics. Journal of Developmental Education, 30-31.
Kiger, D., Herro, D., & Prunty, D. (2012). Examining the Influence of a Mobile Learning Intervention on Third Grade Math Achievement. Journal of Research on Technology in Education, 61-82.
Microblink. (2015, January 1). photomath. Retrieved from photomath.net: https://photomath.net/en/
MyScript. (2014, December 1). Turns Handwriting Into Results. Nantes, Nantes, France.
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford: Oxford University Press.
Pomegranate Software . (2012, February 08). Math Studio. Retrieved from Pomegranate Software: http://www.mathstudio.net/spacetime-ieee
Powell, S. (2014). Choosing iPad Apps With a Purpose. Teaching Exceptional Children, 20-26.
Railean, E. (2012). Google Apps for Education â€“ A Powerful Solution for Global Scientific Classrooms with Learner Centered Environments. International Journal of Computer Science Research and Application, 19-27.
Riconscente, M. M. (2013). Results From a Controlled Study of the iPad Fractions Game Motion Math. Games and Culture, 186-214.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, Schools, and Academic Achievement. Econometrica, 417-458.
Rockoff, J. E. (2004). The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data. American Economic Review Papers and Proceedings, 247-252.
Slater, H., Davies, N. M., & Burgess, S. (2012). Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England. Oxford Bulletin of Economics and Statistics, 629-645.
Smith, W., Rafeek, R., Marchan, S., & Paryag, A. (2011). The Use of Video-clips as a Teaching Aide. European Journal of Dental Education, 91-96.
Sokikom. (2015, January 15). Home Page. Retrieved from Sokikom: https://www.sokikom.com/
Statista, Inc. (2014, September 3). Popular Categories in the App Store. Retrieved from Statista.com: http://www.statista.com/statistics/270291/popular-categories-in-the-app-store/
Wolfram Alpha LLC. (2015, January 1). Home. Retrieved from Wolfram Alpha: http://www.wolframalpha.com/pro/
Xia, X., Wang, X., Wei, W., & Zhou, X. (2013). Measuring the Mobile App Market. Information Technology Journal, 2090-2100.