ABSTRACT

Learning situations must comprise problem-based tasks when teaching and learning how to use successfully virtual manipulative and technology in mathematics, either in place of or alongside their concrete counterparts. Authors such as Prensky in 2010 and Tapscott in 1998 and 2008 have been sharing research findings for many years on the abilities of today's youth to use mobile technology. The results of combining technology and mathematics as teaching and learning tools have been positive. By incorporating new technologies into practice, Helen Crompton, as a teacher, and Andrew Kitchenham, as an m-learning researcher, have gained further insight into some of the possibilities virtual tools and mobile technologies have for learners and for teachers. This chapter has adopted Crompton's definition of m-learning as "learning across multiple contexts, through social and content interactions, using personal electronic devices". The intent of this study is to determine the effectiveness of using mobile technology and virtual 10 frames.