Mobile Applications and Support of Collaborative Mathematical Activity in Families

• In Event: A Framework to Understand the Impact of Technology on Collaborative Learning

Abstract

Based on findings from the Family Math project, where we interviewed families
and identified the many mathematical problem-solving activities they engage in
(Goldman et al, 2010), we developed mobile (iPhone) applications to make the
mathematics already involved in families’ everyday activities more visible. A central tenet guiding the development of the applications was to support the family as a social setting for mathematical activity and learning.
“Go Math” mobile applications were designed to support collaborative activity and encourage mathematical talk in the family (Goldman et al, 2010a). For example, in “Go Play Ball” children and parents use mobile devices to calculate youngsters’ statistics after each game, such as their on-base percentage, and to use graphs to track progress over time for comparison to major league players. “Go RoadTrip” provides an infrastructure for mathematizing traditional family car activities through a suite of 5 apps that include activities such as guessing the time of arrival at a destination, playing math/road games, practicing problem solving strategies, and estimating records of family road trip activities.
The mobile platform was chosen because family members carried mobile phones with them in daily activity, making use of them anytime, anywhere (Roschelle et al. 2002). We also hoped to capitalize on the existing social uses of mobiles (Roschelle 2003). Data collection and analysis is ongoing, and we will present analyses from several studies. One completed study provides an example. Eight families from a predominantly low-income neighborhood of Boston used the “Go Play Ball” application for 3-4 weeks of the little league baseball season. Through pre and post-surveys that included baseball statistics questions we saw how students understood the math behind their baseball performances and the performances of professional players. Results indicated that the little leaguers talked about and shared their game statistics and how their batting averages were computed with other member of their families. The mobiles supported bringing math into an activity that was shared among family members.
Analyses in a comparison study of students grade 2-7 with the “Go RoadTrip” suite of apps for mathematics learning indicate that the students who had the mobile apps condition for collaboration and communication had more opportunities for collaboration and communication that involved mathematical discourse. They also indicated a more enjoyable experience.
Across the applications, a focus of our analyses is on how the mobile applications supported collaboration among family members. In the studies, we found that mathematical problem solving was distributed among family members. Results showed that the smart phone apps provided an environment for family interaction and encouraged shared discourse opportunities and “accountable talk” about mathematical concepts in context (Michaels et al., 2008). The technology positively mediated collaborative activity across family members in relation to math.

Authors

• Roy D. Pea, Stanford University

• Shelley V. Goldman, Stanford University

• Kristen Pilner Blair, Stanford University

• Osvaldo Jimenez, Stanford University