[Maths-Education] Call for extended abstracts for Special Edition of MERJ - Mathematics Education and Mobile Devices

[Peter Gates]

Special Issue of MERJ: Mathematics Education and Mobile Technologies

Rationale

Research into the use of technology in mathematics education is not new (e.g., Hoyles, 2001; Laborde, 1995). However, there has not been a similar level of rigourous research conducted into the use of mobile technologies – iPads, iPods, iPhones, Androids, Tablets and the like. Such research is of particular importance as schools are investing heavily in such devices without a concomitant investment in developing practices regarding how such devices may be used to develop conceptual rather than procedural or declarative knowledge (e.g., Calder, 2011). The effectiveness of their engagement in shifting conceptual understanding is also contingent on associated professional learning for teachers (O’Malley et al., 2013). Larkin (2013) also identified issues with the lack of mathematical quality of currently available mathematics apps, and the lack of time and expertise for teachers to accurately evaluate them and their use. The editors have a wealth of experience in this field – Larkin in Australia, Calder in New Zealand – and have strong links with other educators and researchers working in this area.  The special issue will draw upon research conducted by colleagues in Australasia and beyond (e.g., Attard, 2013; Pelton & Pelton; 2012) in the use of mobile technologies in mathematics education.

The Editors

Larkin is well recognised in the MERGA community and is a member of the MERGA board as VP communications. He is an active reviewer for a number of Mathematics journals including Mathematics Education Research Journal (MERJ), Mathematics Teaching and Educational Development (MTED), Australian Primary Mathematics Classroom (APMC) and the International Journal for Science and Mathematics Education (IJMTL). He has a strong reputation in the field of digital technologies in Mathematics Education, has presented research on this topic at the last two MERGA conferences, and has been published in this area in books and mathematical journals.

Calder is well recognised in the MERGA community. He is an active reviewer for a number of Mathematics Journals including Mathematics Education Research Journal (MERJ) and is on the editorial board of International Journal for Mathematics Teaching and Learning (IJMTL) and Teachers and Curriculum. He is the author of numerous publications including a book, book chapters, journal articles and conference papers. He is very experienced in the field of digital technologies in mathematics education and has presented research on this topic at MERGA, PME, the 2006 ICMI study, and ICTMT conferences. Calder was a member of the team that wrote the chapter: Technology in mathematics education, in Research into Mathematics Education in Australasia (RIMEA) (2008-2011). Both Calder and Larkin are members of the team to write the corresponding chapter for RIMEA (2012-2015).

Scope

The Special Issue will be undertaken as per the usual process with the Springer on-line system and MERGA processes. The Editors would prefer to include papers of a particular type:
a)         Where the research involves mobile technologies (iPads, Androids, Clickers, Tablets etc) rather than computer labs or IWB etc.
b)        Where the focus relates to the use of these technologies to support student mathematics learning rather than as a tool to support teachers' work (e.g. marking spreadsheets).
c)         Where the research projects report on transitions in outcomes for students in relation to mathematics learning in either Primary, Secondary or Tertiary contexts both in Australasia and internationally.
d)        Where the papers explore the influence of the use of mobile technologies on the affective domain, for instance, on student engagement or motivation.
Expressions of Interest via submission of extended abstract (400 – 600 words)
Your abstract should include:
•           Title | Author (s) | Key Words.
•           Brief mention of key literature and your research question(s) or reason for paper.
•           Theoretical / Methodological Framework directing the study.
•           Evidence to be included to address research question.
•           Findings / Discussions.
•           How your paper adds to domain knowledge and the implications of the research.
Email extended abstracts to Kevin Larkin k.larkin at griffith.edu.au<mailto:k.larkin at griffith.edu.au> or Nigel Calder ncalder at waikato.ac.nz<mailto:ncalder at waikato.ac.nz>

Timeline

Aug-Sept 2014: Call for extended abstract. Editors will consider suitability of abstracts and invite accepted authors to submit full paper.
Sept 2014 - Feb 2015: Submission of full papers by end of Feb 2015.
Feb - July 2015: Review of papers, acceptance of reviewed papers,
August 2015: Final editing of accepted papers (submission to Springer via on-line process as papers are accepted ready for publication).
September - December 2015: Review by Springer.
March 2016 - Publication by Springer.

References

Attard, C. (2013).  In V.Steine, L.Ball & C.Bardini (Eds.), Mathematics education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia).  Melbourne, VIC: MERGA.
Calder, N. S. (2011). Processing mathematics through digital technologies:  The primary years.  Rotterdam, The Netherlands:  Sense.
Hoyles, C. (2001). Steering between skills and creativity: a role for the computer. For the Learning of Mathematics, 21(1), 33-39.
Laborde, C. (1995). Designing tasks for learning geometry in a computer-based environment. In L. Burton, & B. Jaworski, (Eds.), Technology in mathematics teaching: a bridge between teaching and learning. (pp. 35-67) Bromley: Chartwell-Bratt.
Larkin, K.  (2013).  Maths education: Is there an app for that? In V. Steinle, L. Ball & C. Bardini (Eds.), Mathematics education:  Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia).  Melbourne, VIC:  MERGA.
O’Malley, P., Jenkins, S., Wesley, B., Donehower, C., Rabuck, D., & Lewis, M. E. B. (2013). Effectiveness of using iPads to build math fluency. Paper presented at 2013 Council for Exceptional Children Annual Meeting, San Antonio, Texas.
Pelton, F. L., & Pelton, T. (2012). Sharing Strategies With Teachers: iPods in Math Class. In Society for Information Technology & Teacher Education International Conference (Vol. 2012, No. 1, pp. 4363-4366).


Dr Kevin Larkin [*=*]
Lecturer in Mathematics Education
First Year Coordinator (Bachelor of Education Primary)
School of Education and Professional Studies
Griffith University
G30_3.34
Email: k.larkin at griffith.edu.au<mailto:k.larkin at griffith.edu.au>
Phone: (07) 5552 9783
Connecting people ... Shaping futures

Kevin Larkin Research Homepage<http://research-hub.griffith.edu.au/display/n8b8c4d301405109cdee9ee7a54194bd7>