The purpose of this research is to trial the app [Place Value Chart App itunes.apple.com/au/app/place-value-chart/id568750442] designed by Kortenkamp (2012) to measure how it can be used to support the teaching and learning of mathematics in primary schools in Germany and Australia. Current research conducted in Germany by Ladel and Kortenkamp (2013, 2014, 2015 & 2016) proposes the use of Artifact Centric Activity Theory (ACAT) as a design principle for creating mathematics apps. Likewise, in an Australian context, Larkin has used a range of methodological tools (including Cluster Analysis and Productive Pedagogies) to evaluate the usefulness of Geometry or Number apps (Larkin, 2016; 2017; 2018). Both these lines of research have contributed significantly to the theoretical body of knowledge regarding the potential positive affordances of mathematics apps. What is missing in both educational contexts is: a) An evaluation of the practical application of the Place Value Chart App in classrooms; and b) An assessment of the usefulness of the ACAT tool in helping classroom teachers evaluate apps; and c) The impact of the app and the tool to direct their teaching practice with resultant improved outcomes for student learning of mathematics.
The project is funded by "Deutscher Akademischer Austauschdienst e.V. (DAAD)".
Kortenkamp, U., Etzold, H., Larkin, K., Ladel, S., & Abt, L. (2020). Impact of Place Value Chart App on Students’ Understanding of Bundling and Unbundling. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson, & H.-G. Weigand (Hrsg.), Mathematics Education in the Digital Age (MEDA) (S. 231–238). https://hal.archives-ouvertes.fr/hal-02932218
Larkin, K., Ladel, S., Kortenkamp, U., & Etzold, H. (2019). Developing student understanding of place value and supporting teachers’ confidence in teaching place value via a digital tool. APMC, 24, 21–26.