Breaking barriers in learning Math: architecture of the MILAGE Learn+ App

• Alicia González Pérez ^[1] ; José Bidarra ^[2] ; Mauro Figueiredo ; Beata Godejord
  1. [1] Universidad de Extremadura

     Universidad de Extremadura

     Badajoz, España

     
  2. [2] Universidade Aberta

     Universidade Aberta

     Socorro, Portugal

     
• Localización: ARTeFACTo 2018: Proceedings of 1st International Conference on Transdisciplinary Studies in Arts, Technology and Society / coord. por Pedro Alves da Veiga, Antonio Araújo, Adérito Fernandes Marcos, 2018, ISBN 978-989-99370-7-9, págs. 119-123
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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. Selfdirected 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, self-motivated, and promote informal learning or/and be part of the school experience. Counselling, self and peer-assessment, and peer-to-peer collaboration are some of the requirements underlying the design of the MILAGE Learn+ mobile app, an interactive artefact intended for learning mathematics in secondary schools.