Understanding Angle and Angle Measure: A Design-Based Research Study Using Context-Aware Ubiquitous Learning

• In Event: Poster Session 10
  In Poster Session: Posters in Mathematics Teaching and Learning

Abstract

This study used design-based research (DBR) to develop a local instruction theory for students’ learning about angle. The local instruction theory consists of a learning process and a means for supporting that process. Using a cyclical iterative process of anticipation, enactment, evaluation, and revision a local instruction theory was developed. The findings indicate that context-aware u-learning is a valuable mathematical context for introducing students to angle and angle measure. Over the instructional sequence the students showed good movement across the van Hiele (1957/1984) levels of geometric thinking. A revised local instruction theory is presented as a result of the findings from this study.

Author

• Helen Crompton, Old Dominion University