Breaking barriers in learning Matharchitecture of the MILAGE Learn+ App
- Alicia González Pérez 1
- José Bidarra 2
- Mauro Figueiredo
- Beata Godejord
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1
Universidad de Extremadura
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2
Universidade Aberta
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- Pedro Alves da Veiga (coord.)
- António Araújo (coord.)
- Adérito Fernandes-Marcos (coord.)
Editorial: Universidade Aberta ; Artech International Association
ISBN: 978-989-99370-7-9
Año de publicación: 2018
Páginas: 119-123
Congreso: International Conference of Transdisciplinary Studies in Arts, Technology and Society (ARTeFACTo) (1. 2018. Lisboa)
Tipo: Aportación congreso
Resumen
The purpose of the present conference paper is to describe the conceptual framework underpinning the design of a mobile app to teach and learn math in secondary schools. The mobile learning concept is part of a societal model that assumes digital skills as vital in the ability to analyze and produce digital information, apply creative skills and innovation (technological and methodological), and engage in collaborative work. Selfdirected learning and learner autonomy explicitly accept responsibility for their learning in the sense of sharing the setting of learning goals, taking initiatives in planning and executing learning activities, and regularly reviewing their learning and evaluating their goals. Mobile learning may become an autonomous activity, self-motivated, and promote informal learning or/and be part of the school experience. Counselling, self and peer-assessment, and peer-to-peer collaboration are some of the requirements underlying the design of the MILAGE Learn+ mobile app, an interactive artefact intended for learning mathematics in secondary schools.