Running Head: DIGITAL MEDIA FOR LEARNING IN THE MATH CLASSROOM

Digital Media for Learning in the Math Classroom

Amber Gunnin
University of West Georgia

DIGITAL MEDIA FOR LEARNING IN THE MATH CLASSROOM

Article One
The first article is Interdisciplinary Literacy through Social Media in the Mathematics
Classroom (2013) by Gail Casey. This article discusses teaching literacy in a mathematics
classroom through a social media network called Ning.com. As Casey (2013) stated, this
research was the school drive for literacy across different discipline areas. (p. 61). The school
required teachers to incorporate literacy in each discipline so the author decided to do this with
social media in her mathematics classroom.
Summary of Literature
This was mainly a qualitative research method and most of the data came from the
students interactions on their social media website. (Casey, 2013, p. 62-63). The article focuses
on the research done using the following research question by Casey (2013):
How can I use my students, as well as my own, engagement and knowledge of social
and participatory media to help strengthen student participation and engagement with
mathematics and, hence, to develop a more active, social, and shared learning
framework? (p. 61).
She used a social network website where she could have control over what the students were able
to do. As Casey (2013) stated, Students were encouraged to participate in online chats, blogs,
groups, and discussion forums. (p. 62). The article explains this process and the results.
Methodology
This study was done at a public high school in Victoria, Australia. Casey focused on
creating a shared learning environment with the Ning social networking site. The students were

DIGITAL MEDIA FOR LEARNING IN THE MATH CLASSROOM

from two eighth grade mathematics classes that Casey taught that semester. Classes were in 50
minute periods and had about 25 students in each class. Casey (2013) explained the data
collection process:
Most of the student data came from their online interactions on the Ning. These included
students responses to teacher-directed group activities and student-uploaded content. It
also involved peer-to-peer interactions and relationships that were built. (p. 63).
Casey was able to take screen shots of students work to use for the data, as well. There were
many activities done where the students could interact and look up real world math.
Summary of Results
The field notes taken during the process showed success among the students. Students
were able to connect with real-world mathematics topics through their research and share their
findings on the social media website. Students were able to communicate and participate anytime
of the day and it was discovered that the students interacted more than a face-to-face interaction
would provide.
Opinion on the Research
I believe the idea behind this social network communication is a great idea. It seemed like
it worked for this teacher, but she also had previous experience with the Ning website. She did
mention that time was a big factor in the beginning because monitoring the website was time
consuming. She allowed her eighth grade students to interact with her other students, as well.
She wanted the students to mentor one another from different subject areas. I believe this can
become a very difficult task to monitor. In my opinion, the research worked well for her because
she already had a good understanding of her website and had done this before in previous

DIGITAL MEDIA FOR LEARNING IN THE MATH CLASSROOM

semesters. I learned that it is alright to step out of the box and try something new. It could lead to
better student interaction because they are more comfortable in an online setting rather than faceto-face. Students today could benefit from this type of exercise because they are so advanced
with online communication.
Article Two
The second article is Mobile Math: Math educators and students engage in mobile
learning by Teresa Franklin and Li-Wei Peng. This research is case study where they used an
iPod touch to help students learn about algebraic equations. They also incorporated math videos
to support the learning.
Summary of Literature
The technology used in this case study was used to support the learning of math concepts.
The educators want their students to be engaged. Franklin & Peng (2008) stated, The lessons
learned are invaluable to those seeking to implement mobile technologies to support teaching
and learning (p. 69). They wanted to give students a different way of doing math by
incorporating technology. Franklin & Peng stated the following research question that was used
in the study:
Are mobile devices such as the iPod Touch a useful tool in the mathematics classroom for
providing video content to support the learning of mathematics both formally and
informally? (p. 72).
The study investigated this research question through many different sub-questions to guide them
through the case study.

DIGITAL MEDIA FOR LEARNING IN THE MATH CLASSROOM

Methodology
This case study was completed in Southeastern Ohio with two eighth grade mathematics
classes. One class had 22 students while the other class had 17 students. The study happened
over a period of four weeks. The two math educators developed the lesson plans. Franklin &
Peng (2008) explained, They selected math topics for possible video content, designed a plan
for how classroom time would be used, and identified the technology to be used. (p.73).
Students kept a daily journal writing about their experiences with the iPod. There were classroom
observations that occurred during technology use. They conducted small group interviews with
students and the teachers. (Franklin & Peng, 2008, p. 74)
Summary of Results
Franklin & Peng (2008) stated, The comments, observations, interviews, and surveys all
indicate that the iPod was useful in supporting math content developed by students in the
learning of mathematics. (p. 75). All of the experiences from the students and teachers
perspectives were explained as worthwhile for using iPods to support their learning in the math
classroom. The educators found that the students had a clearer understanding of some of the
math concepts from using the technology.
Opinion on the Research
This case study had a great layout and was able to ask many different sub-questions at the
end to the students and the teachers. I believe they faced many obstacles including missed school
days due to flooding and bad weather and they extended their study from three weeks to four.
They mention at the end of the article that the students were not tested for achievement so this
could lead to further research on the topic. I agree that it would be a good idea to continue the

DIGITAL MEDIA FOR LEARNING IN THE MATH CLASSROOM

research by checking the students understanding of the material rather than just interviewing and
taking everyones word. I learned that using math videos in the classroom can generate a positive
response from students. The students in the case study seemed to feel more comfortable
discussing math topics with friends because they understood them better through the videos. This
study goes along with the dual coding theory because the students were able to see and hear the
concepts through video, therefore they could have a better understanding.
Article Three
The third article is Examining the Influence of a Mobile Learning Intervention on Third
Grade Math Achievement written by Derick Kiger, Dani Herro and Deb Prunty. In this
experimental research, there are two classes who do every day regular math compared to two
classes who do every day regular math with iPod applications for math practice. The article
discusses how the research was done and the results.
Summary of Literature
This article discusses how educators are beginning to adjust to the fact that students are
going mobile all across the United States. There are many types of mobile learning being used in
classrooms today. For example, students are often given laptops or computers to complete class
work. Mobile devices are used for playing educational games or educational apps. Also, many
classes are becoming flipped classrooms where technology is used at home to complete some
assignments. In this article, they also discuss a study done on math achievement where they
teach math the traditional way. Students are given instruction as a group and then provided
individual attention, if needed, on assignments.
Methodology

DIGITAL MEDIA FOR LEARNING IN THE MATH CLASSROOM

This study was completed using a 9- week mobile learning intervention (MLI). Two
classrooms continued with the traditional learning while two classrooms participated in the MLI.
The participants were a group of third graders at a Midwestern Elementary School. A total of
eighty-seven students participated in the study. The participation was on a voluntary basis given
by parent consent so 97% of the third graders participated. Also, there were four participating
teachers, who had similar teaching styles. Prior to starting the study data was collected. A preintervention survey was conducted along with using information about each student such as; the
students grades, test scores and attendance. Also, iPods were purchased for the MLI classes and
contained math apps used for daily practice.
Summary of Results
The study revealed that the students in the MLI groups performed better than the students

in the traditional classrooms. Kiger, Herro, & Prunty (2012) stated, This finding suggests that
coupling business as usual curriculum with a mobile device may be a cost-effective lever to
improve student achievement. (p. 76). The study suggested for future reference that closer
attention should be paid to the interaction of mobile learning and student demographics, attitude,
and the teachers technology background.
Opinion on the Research
The study did a great job with having two different type of classroom settings: traditional
math classroom vs. MLI math classroom. They also developed some great ideas with the MLI
classroom by using the math apps on the iPods. The only downfall is number of participants is a
small number and all teachers teach differently. They did take a survey which showed they taught
fairly similarly, but most teachers are going to have their own style. Also, nine weeks is a short

DIGITAL MEDIA FOR LEARNING IN THE MATH CLASSROOM

amount of time to complete a study. Although it was only nine weeks, it still showed that the
students with the mobile learning did better overall.
Reflection
I chose this topic because I always want to incorporate more technology into my own
math classroom. Sometimes it seems like it is difficult to find ways to fit technology into the
lesson plan and for it to be meaningful. All three studies revealed that the students benefited from
the different types of technology brought into the classroom. The students began to excel and be
comfortable conversing about math together.

DIGITAL MEDIA FOR LEARNING IN THE MATH CLASSROOM

References
Casey, G. (2013). Interdisciplinary Literacy through Social Media in the Mathematics
Classroom. Journal of Adolescent & Adult Literacy, 57, 60-71.
Franklin, T. & Peng, L. (2008). Mobile Math: Math educators and students engage in mobile
learning. Journal of Computing in Higher Education, 20, 69-80.
Herro, D., Kiger, D & Prunty, D. (2012). Examining the Influence of a Mobile Learning
Intervention on Third Grade Math Achievement. Journal of Research on Technology in
Education, 45, 6182.