Using mobile devices in classroom for algebra teaching: the case of linear function

Abstract

Objective: To describe the effects and experiences of the incorporation of the GeoGebra "Graphing Calculator" app for linear function learning process with eleventh grade students based on the integration of mobile devices into the classroom. Method: From pragmatic paradigm, a sequential explanatory design was used to guide research efforts to judge the hypothesis related to a positive influence on the use of smartphones and tablets in school performance. In the quantitative stage, an experimental design of four Solomon groups was carried out, and during the qualitative stage, an attitudinal test and semi-structured interviews were applied with students who participated in the experiment with the above-mentioned application. Results: The results obtained in the posttest by the experimental groups were superior to those obtained by the control groups that received an intervention mediated by traditional didactic resources and the students who received the treatment expressed greater interest and motivation for the learning of the subject addressed. Discussion and Conclusions: The integration of mobile devices in the classroom promotes other innovative ways of learning and develops skills in students, favoring their motivation and interest.