Investigating the mathematics of inaccessible objects: Algebra videos with iPads

Susan K Staats, David Ernst, Shelley Berken, Douglas F Robertson

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter uses a reflective practice standpoint to discuss the use of iPad-based video production apps to conduct mathematical inquiries in a college algebra class. By using sketching apps to layer photos with grids, and capturing mathematical notation as it was written, students describe mathematical features of artwork that cannot be physically touched for measurement. We discuss the potentials and pitfalls of a video assignment to uncover the mathematics of these "inaccessible" art objects. Student math videos are described through three themes: choice of video platform; level of engagement with mathematics; and videos as a lens to perceive mathematical thinking. Our commentary suggests that touch-enabled mobile devices are especially well-suited for experiential, inquiry learning activities. As research on touch-enabled devices proceeds, mathematics education researchers may consider the ways in which non-mathematical apps can be turned towards learning mathematics.

Original languageEnglish (US)
Title of host publicationIntegrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education
PublisherIGI Global
Pages97-121
Number of pages25
ISBN (Electronic)9781466687158
ISBN (Print)1466687142, 9781466687141
DOIs
StatePublished - Jul 13 2015

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Staats, S. K., Ernst, D., Berken, S., & Robertson, D. F. (2015). Investigating the mathematics of inaccessible objects: Algebra videos with iPads. In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education (pp. 97-121). IGI Global. https://doi.org/10.4018/978-1-4666-8714-1.ch005