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In my experience of groups using iPads in mathematics classes, I realized that students worked well individually. They also communicated efficiently with each other in groups. Such learning environments “Serve as a public center of communication in which multiple students can view, discuss, and interact with the device simultaneously” (Fisher et al., 2013, p. 176). Additionally, web-based applications enhanced collaboration among students (Robova, 2013). As a result, new teaching environments with iPad applications helped the students to understand the mathematical concepts and to interact efficiently with each other and with their teacher (Audi & Zarrad, 2013; O’Malley et al., 2013; Carter et al., 2015).

 

Unit: Derivatives of Functions

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By: Yehia Mahmoud

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EDDL5101 Technology in Curriculum

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