Using mobile devices to enhance the interactive learning for spatial geometry

References

• Battista, M. T. (1994). On Greeno's environmental/model view of conceptual domains: A spatial/geometric perspective. Journal for Research in Mathematics Education, 25(1), 86–94. doi: 10.2307/749293
   Web of Science ®Google Scholar
• Battista, M. T. (2002). Learning geometry in a dynamic computer environment. Teaching Children Mathematics, 8(6), 333–339.
   Google Scholar
• Bishop, A. J. (1980). Spatial abilities and mathematics education – A review. Educational Studies in Mathematics, 11, 257–269. doi: 10.1007/BF00697739
   Google Scholar
• Bishop, A. J. (1989). Review of research on visualization in mathematics education. Focus on Learning Problems in Mathematics. Winter Edition 1989, 11, 7–16.
   Google Scholar
• Chang, K. E., Sung, Y. T., & Lin, S. Y. (2007). Developing geometry thinking through multimedia learning activities. Computers in Human Behavior, 23(5), 2212–2229. doi: 10.1016/j.chb.2006.03.007
   Web of Science ®Google Scholar
• Chen, C. H., Hwang, G. J., Yang, T. C., Chen, S. H., & Huang, S. Y. (2009). Analysis of a ubiquitous performance support system for teachers. Innovations in Education and Teaching International, 46(4), 421–433.
   Google Scholar
• Christou, C., Jones, K., Mousoulides, N., & Pittalis, M. (2006). Developing the 3DMath dynamic geometry software: Theoretical perspectives on design. International Journal for Technology in Mathematics Education, 13(4), 168–174.
   Google Scholar
• Clements, D. H., & Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 420–464). New York: Macmillan.
   Google Scholar
• Clements, D. H., Battista, M. T., Sarama, J., & Swaminathon, S. (1997). Development of students’ spatial thinking in a unit on geometric motions and area. The Elementary School Journal, 98, 171–186. doi: 10.1086/461890
   Web of Science ®Google Scholar
• Clements, M. A. (1979). Sex differences in mathematical performance: An historical perspective. Educational Studies in Mathematics, 10, 305–322. doi: 10.1007/BF00314660
   Google Scholar
• Dixon, J. K. (1997). Computer use and visualization in students’ construction of reflection and rotation concepts. School Science and Mathematics, 97(7), 352–358. doi: 10.1111/j.1949-8594.1997.tb17376.x
   Google Scholar
• Do, T. V., & Lee, J. W. (2009). A multiple-level 3D-LEGO game in augmented reality for improving spatial ability. Lecture Notes in Computer Science, 5613, 296–303.
   Google Scholar
• Duval, R. (1995). Geometrical pictures: Kinds of representation and specific processings. In R. Sutherland & J. Mason (Eds.), Exploiting mental imagery with computers in mathematics education (pp. 142–157). Berlin: Springer.
   Google Scholar
• Edsall, R., & Wentz, E. (2007). Comparing strategies for presenting concepts in introductory undergraduate geography: Physical models vs. computer visualization. Journal of Geography in Higher Education, 31(3), 427–444. doi: 10.1080/03098260701513993
   Web of Science ®Google Scholar
• Garcia, R. R., Quiros, J. S., Santos, R. G., Gonzalez, S. M., & Fernanz, S. M. (2007). Interactive multimedia animation with macromedia flash in descriptive geometry teaching. Computers & Education, 49(3), 615–639. doi: 10.1016/j.compedu.2005.11.005
   Web of Science ®Google Scholar
• Garrity, C. (1998). Does the use of hand-on learning, manipulatives, improve the test scores of secondary education geometry students? (ERIC Document Reproduction Service No. ED 422179).
   Google Scholar
• Gittler, G., & Gluck, J. (1998). Differential transfer of learning: Effects of instruction on descriptive geometry on spatial test performance. Journal for Geometry and Graphics, 2(1), 71–84.
   Google Scholar
• Gurny, H. G. (2003). High school students’ performance on Vandenberg's Mental Rotation test: Art ability, gender, activities, strategies and ease of taking the test (ERIC Document Reproduction Service No. ED 479372).
   Google Scholar
• Guttiérez, A. (1996). Visualization in 3-dimensional geometry: In search of a framework. In L. Puig & A. Guttiérez (Eds.), Proceedings of the 20th conference of the international group for the psychology of mathematics education (pp. 3–19). Valencia: Universidad de Valencia.
   Google Scholar
• Hannafin, R. D. (2004). Achievement differences in structured versus unstructured instructional geometry programs. Educational Technology Research and Development, 52(1), 19–32.
   Google Scholar
• Hannafin, R. D., Truxaw, M. P., Vermillion, J. R., & Liu, Y. J. (2008). Effects of spatial ability and instructional program on geometry achievement. Journal of Educational Research, 101(3), 148–156.
   Google Scholar
• Hennessy, S. (2000). Graphing investigations using portable (palmtop) technology. Journal of Computer Assisted Learning, 16, 243–258. doi: 10.1046/j.1365-2729.2000.00136.x
   Web of Science ®Google Scholar
• Hollyday-Darr, K., Blasko, D. G., & Dwyer, C. (2000). Improving cognitive visualization with a web based interactive assessment and training program. Engineering Design Graphics Journal, 64(1), 4–9.
   Google Scholar
• Hoz, R. (1981). The effects of rigidity on school geometry learning. Educational Studies in Mathematics, 12, 171–190. doi: 10.1007/BF00305620
   Google Scholar
• Hwang, G. J., Tsai, C. C., & Yang, S. J. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Educational Technology & Society, 11(2), 81–91.
   Google Scholar
• Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, S. J. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education, 53(2), 402–413.
   Google Scholar
• Kaufmann, H. (2004). Geometry education with augmented reality (Dissertation). University of Technology, Vienna.
   Google Scholar
• Kaufmann, H., & Schmalstieg, D. (2003). Mathematics and geometry education with collaborative augmented reality. Computers & Graphics, 27, 339–345. doi: 10.1016/S0097-8493(03)00028-1
   Web of Science ®Google Scholar
• Krutetskii, V. A. (1976). The psychology of mathematical abilities in school-children. Chicago: University of Chicago Press.
   Google Scholar
• Lin, C. P., Shao, Y. J., Wong, L. H., Li, Y. J., & Niramitranon, J. (2011). The impact of using synchronous collaborative virtual tangram in children's Geometric. Turkish Online Journal of Educational Technology-TOJET, 10(2), 250–258.
   Google Scholar
• Martin-Dorta, N., Saorin, J. L., & Contero, M. (2011). Web-based spatial training using hand held touch screen devices. Educational Technology & Society, 14(3), 163–177.
   Google Scholar
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
   Google Scholar
• Olkun, S. (2003). Comparing computer versus concrete manipulatives in learning 2D geometry. Journal of Computers in Mathematics and Science Teaching, 22(1), 43–56. doi: 10.1501/0000984
   Google Scholar
• Osta, I. (1998). CAD tools and the teaching of geometry. In C. Mammana & V. Villani (Eds.), Perspectives on the teaching of geometry for the 21th century (pp. 128–144). London: Kluwer Academic Publishers.
   Google Scholar
• Presmeg, N. C. (1986). Visualization in high-school mathematics. For the Learning of Mathematics, 6, 42–46.
   Google Scholar
• Proctor, J. D., & Richardson, A. E. (1997). Evaluating the effectiveness of multimedia computer modules as enrichment exercises for introductory human geography. Journal of Geography in Higher Education, 21, 41–55. doi: 10.1080/03098269708725408
   Web of Science ®Google Scholar
• Quinn, C. (2000). mLearning: Mobile, wireless, in your pocket learning. Line Zine, Fall 2000. Retrieved from http://www.linezine.com/2.1/features/cqmmwiyp.htm
   Google Scholar
• Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1–36. doi: 10.1007/BF00302715
   Google Scholar
• Shih, J. L., Chu, H. C., & Hwang, G. J. (2011). An investigation of attitudes of students and teachers about participating in a context-aware ubiquitous learning activity. British Journal of Educational Technology, 42(3), 373–394.
   Google Scholar
• Sims, V. K., & Mayer, R. E. (2002). Domain specificity of spatial expertise: The case of video game players. Applied Cognitive Psychology, 16(1), 97–115. doi: 10.1002/acp.759
   Web of Science ®Google Scholar
• Skemp, R. (1987). The psychology of learning mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Smith, G. G., Gerretson, H., Olkun, S., Yuan, Y., Dogbey, J., & Erdem, A. (2010). Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization. Computers & Education, 52, 201–209. doi: 10.1016/j.compedu.2008.07.011
   Web of Science ®Google Scholar
• Sung, Y. T., Chang, K. E., & Wu, L. J. (2007, August 15–17). A new perspective of instructional design for classroom e-Learning: Case studies of mobile learning. Paper presented at the 2007 mobile and ubiquitous learning workshop, University of Hong Kong, Hong Kong.
   Google Scholar
• Trimmel, M., & Bachmann, J. (2004). Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20, 151–158. doi: 10.1111/j.1365-2729.2004.00076.x
   Web of Science ®Google Scholar
• Tünde, B. (2002). Combination of traditional and computer based tools in mathematics education. Proceeding of 2002 International Symposium Anniversary of Pollack Mihály Engineering Faculty, Pécs, Hungary, 1–9.
   Google Scholar
• Vavoula, G., Sharples, M., Rudman, P., Meek, J., & Lonsdale, P. (2009). Myartspace: Design and evaluation of support for learning with multimedia phones between classrooms and museums. Computers & Education, 53(2), 286–299.
   Google Scholar
• Walkington, C. (2010). ‘Playing the game’ of story problems: Situated cognition in algebra problem solving (Dissertation). The University of Texas, Austin.
   Google Scholar
• Wentz, E. A., Vender, J. C., & Brewer, C. A. (1999). An evaluation of teaching introductory geomorphology using computer based tools. Journal of Geography in Higher Education, 23(2), 167–179. doi: 10.1080/03098269985443
   Web of Science ®Google Scholar
• Yakimanskaya, I. S. (1991). The development of spatial thinking in schoolchildren (R. H. Silverman, Trans.). (Vol. 3). Chicago: National Council of Teachers of Mathematics.
   Google Scholar
• Yang, J. C., & Chen, S. Y. (2010). Effects of gender differences and spatial abilities within a digital pentominoes game. Computers & Education, 55(3), 1220–1233. doi: 10.1016/j.compedu.2010.05.019
   Web of Science ®Google Scholar
• Zimmermann, W., & Cunningham, S. (1991). Editor's introduction: What is mathematical visualization. In W. Zimmermann & S. Cunningham (Eds.), Visualization in teaching and learning Mathematics (pp. 1–8). Washington, DC: Mathematical Association of America.
   Google Scholar