Experimenting on the added value of M-learning for the teaching of word problems

Abstract

The aim of this paper is to examine the use of Mobile Learning (M-learning) for the teaching of word problems. This aim is achieved by qualitatively analyzing interviews data from three second grade teachers from urban and rural schools from the Kwa-Zulu Natal Province of South Africa. These teachers were interviewed after the participation of their learners in an experiment in which M-learning was used for word problems homework. Results from this experiment indicate that M-learning improves learners’ performance, attitudes and excitement with regard to word problems. All the teachers interviewed were satisfied with the use of M-learning for the teaching of word problems, and they all agreed on its usefulness, effectiveness and efficiency. However, there were some minor differences of opinions among the teachers on the ease-of-use and on the reliability of the cellular phone application used in the experiment. The novelty of this study can mainly be credited to its focus on the use of cell phone based M-learning for the teaching of word problems, compared to existing literature usually concerned with software applications either for the teaching of algebra and geometry in mathematics or, for teaching in general.