### 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 language | English (US) |
---|---|

Title of host publication | Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education |

Publisher | IGI Global |

Pages | 97-121 |

Number of pages | 25 |

ISBN (Electronic) | 9781466687158 |

ISBN (Print) | 1466687142, 9781466687141 |

DOIs | |

State | Published - Jul 13 2015 |

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### Cite this

*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

**Investigating the mathematics of inaccessible objects : Algebra videos with iPads.** / Staats, Susan K; Ernst, David; Berken, Shelley; Robertson, Douglas F.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

*Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education.*IGI Global, pp. 97-121. https://doi.org/10.4018/978-1-4666-8714-1.ch005

}

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T1 - Investigating the mathematics of inaccessible objects

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AU - Staats, Susan K

AU - Ernst, David

AU - Berken, Shelley

AU - Robertson, Douglas F

PY - 2015/7/13

Y1 - 2015/7/13

N2 - 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.

AB - 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.

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