TY - CHAP

T1 - Investigating the mathematics of inaccessible objects

T2 - Algebra videos with iPads

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.

UR - http://www.scopus.com/inward/record.url?scp=84957991556&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84957991556&partnerID=8YFLogxK

U2 - 10.4018/978-1-4666-8714-1.ch005

DO - 10.4018/978-1-4666-8714-1.ch005

M3 - Chapter

AN - SCOPUS:84957991556

SN - 1466687142

SN - 9781466687141

SP - 97

EP - 121

BT - Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education

PB - IGI Global

ER -