Training intervention as a means for the implementation of mobile learning

Morales-Garcia, Lizzet; Navarro Sandoval, Catalina; García González, María del Socorro

doi:10.1590/S1678-4634202248259366eng

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THEME SECTION: Education in health pandemic contexts COVID-19 • Educ. Pesqui. 48 • 2022 • https://doi.org/10.1590/S1678-4634202248259366eng copy

Training intervention as a means for the implementation of mobile learning^* * English version by Myriam López. The authors take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Portuguese. ¹ 1 - The dataset supporting the results of this study is not publicly available because it is not in a repository. The request for access to the data can be made directly to the following email: lmgarcia@uagro.mx

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

In this research, tools of the Ontosemiotic Approach (OSA) were used to analyse the formative experience of two teachers in Primary Education service, guided towards the design and implementation of tasks for mobile learning, based on the meaning of the natural number and the use of Kahoot. The experience was developed during a workshop on the design of interactive lessons, where teachers were trained on the use of Kahoot for the design of mathematical content and its implementation in a real class context. Didactic engineering in the general sense of OSA was used as a methodological element. Specifically, the case of the design and implementation of an interactive lesson on the meaning of number sequence was analysed, where some results of the retrospective analysis of the formative experience indicated that: 1) the reference meaning of the natural number is a tool that allows to guide the design of tasks towards the partial meanings, the identification of primary objects, and the Ontosemiotic analysis of them; 2) the use of mobile devices and Kahoot together motivated the teachers. With these results, two training actions are proposed, aimed at teachers: 1) the design of mobile content from the reference meaning of the natural number, and 2) the assessment of the didactic suitability of teaching experiences mediated by mobile devices.

Training intervention; Mobile learning; Didactic engineering; Primary Education; Natural number; COVID-19 pandemic

Participant	Age	Academic background	Teaching experience (years)
Teacher₁	28	Bachelor of Science in Mathematics	4
Teacher₂	28	Bachelor’s Degree in Primary Education	3

Session	Purpose
1	Know the general characteristics of Kahoot
2	Know the general characteristics of Kahoot
3	Know the reference meaning of the natural number
4	Know the reference meaning of the natural number
5	Design assignments and plan a class
6	Design assignments and plan a class
7	Implementation and validation of tasks
8	Implementation and validation of tasks

Participant	Meaning of the natural number	Interactive lesson	Number of tasks
Teacher₁	Number sequence	Four-digit number	10
	Number sequence	Order and sequence	10
	Operational	Basic operations	10
	Operational	Mental calculation 1	10
	Ordinal	Ordinal numbers	10
	Measure	Longitude	10
Teacher₂	Number sequence	Which is greater?	10
	Number sequence	Number sequence	10
	Operational	Basic operations	10
	Operational	Additive decomposition	10
	Ordinal	Ordinal numbers	10
Total 11			110

Task (situation-problem)	Sequence of practices	Primary objects
Expected response: 4028 Time: 20 seconds	1. A look at the two images is given to identify the numbers. 2. The thousands digit is the same in both numbers. 3. While the hundreds digit in the number 4028 is 0; and 1 in the number 4120. 4. Therefore, the number 4028 is less than 4120, because the hundreds digit is lesser.	Language: 4028, 4120. Concepts: place value, less than. Procedure: comparison of the digits of two numbers. Proposition: the number 4028 is less than 4120. Argument: the hundreds digit is lesser.
Expected Response: False Time: 20 seconds	5. The thousands digit is 3 in both numbers. 6. The hundreds digit is 0 in the number 3050 and 3 in the number 3300. 7. Therefore, the number 3300 is greater, because the hundreds digit is greater. 8. The answer is False.	Language: 3050, 3300. Concepts: thousands, hundreds, greater than. Procedure: comparison of the absolute value of the hundreds digit. Proposition: The number 3050 is not greater than 3300.
Expected response: 1230 Time: 20 seconds	9. In both numbers the thousands digit is 1. 10. The number of the hundreds is 2 in the number 1230, and 3 in the number 1320. 11. Therefore the lesser number is 1230, because the hundreds digit is lesser.	Language: 1230, 1320. Concepts: digit, thousands, hundreds, less than. Procedure: comparison of the hundreds digits. Proposition: the number 1230 is lesser. Argument: the hundreds digit in 1230 is lesser.
Expected response: 5234, 5199, 4609, and 3210. Time: 20 seconds	12. Between the numbers 5199 and 5234, the greater number is 5234, because the hundreds digit is greater. 13. The next greatest number is 5199, next is 4609, because the thousands digit is less than in 5199. 14. The next one is 3210 because the thousands digit is less than in 4609. 15. The correct order is: 5234, 5199, 4609, and 3210.	Language: 3210, 5199, 5234 and 4609. Concepts: digit, thousands, hundreds, greater than. Procedure: Identify the greater number and make comparisons to determine the order of the remaining numbers.
Expected response: 1239, 1456, 4100, and 4250. Time: 20 seconds	16. Between the numbers 1456 and 1239, the lesser number is 1239, because the hundreds digit is lesser. 17. The next is 1456. 18. Between the numbers 4250 and 4100, the lesser is the number 4100 because the hundreds number is lesser. 19. Therefore the order is: 1239, 1456, 4100, and 4250.	Language: 4250, 1456, 1239, 4100. Concepts: place value, less than. Procedures: Identify the lesser number and make comparisons to determine the order of the remaining numbers.
Expected answer: True. Time: 20 seconds	20. When comparing the numbers 6543 and 3999, the number 6543 is greater, because the thousands digit is greater. 21. So the answer is True.	Language: 6543, 3999. Concepts: thousands, greater than. Procedures: comparison of the digits of a number.
Expected response: 7818 and 5090 Time: 20 seconds	22. Between the numbers 7547 and 7818, the greater number is 7818, because the hundreds digit is greater. 23. The number 7547 follows because the thousands digit is greater compared to the remaining two numbers. 24. Between the numbers 5900 and 5090, the number 5090 is less than, because the hundreds digit is lesser. 25. Therefore the greater number is 7818 and the lesser is 5090.	Language: 7547, 7818, 5900, 5090. Concepts: thousands, hundreds, greater than, less than. Procedure: identify the greater number to sort the remaining numbers, until you identify the lesser number.
Expected response: 4532, 4440, 3412 and 2999. Time: 20 seconds	26. The sequence of numbers 4532, 4440, 3412, and 2999 is correctly ordered from greater to lesser. 27. While 5674, 3432, 9123, and 2000, it is not ordered from greater to lesser, because 9123 is greater than 5674. 28. The sequence of numbers 1234, 2342, 5320, and 5500 is not ordered from greater to lesser. 29. The answer is therefore: 4532, 4440, 3412, and 2999.	Language: four-digit numbers. Concepts: number sequence, greater than, less than. Procedure: Apply the number comparison to each number sequence.
Expected response: 2300 Time: 20 seconds	30. Identify that the sequence is ascending by 100 at a time. 31. The missing number in the sequence is 2300, since, if the sequence advances by 100 at a time, after 2200 the next is 2300.	Language: four-digit numbers. Concepts: numerical sequence. Procedure: counting by 100 at a time.
Expected Response: False Time: 20 seconds	32. The number 999 is less than the number 1300 because it has fewer digits. 33. Therefore the answer is False.	Language: 999, 1300. Concepts: digit, greater than. Procedure: comparison of two numbers based on the number of digits.

Facet	Assessment
Epistemic The degree to which the implemented (or intended) meanings represent the reference meaning.	Situation-problems, language, procedures, concepts, propositions, and arguments conformed to the nature of the numerical sequence meaning.
Cognitive Proximity of the personal meanings achieved to those intended or implemented.	Students found it difficult to apply the procedure when homework required comparing more than two, four-digit numbers. This is due to the cognitive demand involved in applying the taught procedure, in numerical sequences of four natural numbers.
Affective Degree of involvement (interest and/or motivation) in the teaching-learning process.	Teachers and students were motivated during the design and implementation of the interactive lesson. Which suggests that the use of mobile devices positively impacts motivation.
Mediational Degree of availability and adequacy of the material and/or temporal resources necessary for the development or implementation of the instructional process.	On the availability of mobile devices, in this case, in the context of the pandemic, participants had mobile devices to carry out the design and implementation, such as a computer, tablet, or smartphone, as well as internet access.
Interactional Degree to which the configurations and didactic trajectories allow to resolve conflicts that occur during the process of instruction.	The teacher interacted synchronously, that is, they addressed only and exclusively their students who were connected, with their mobile devices to complete the tasks; and this allowed to identify and solve difficulties to adapt to the type of questions included in the interactive lesson.
Ecological Degree in which the study process is adjusted to the educational project of the centre, the school, society, and the conditioning of the environment in which it is developed.	In this regard, the teacher had the necessary conditions to carry out distance learning, such as access to the internet, mobile devices, and their students also had these resources. Since they were used to working through Zoom the teacher had no problems in the development of the instructional process.

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[1] Lizzet Morales-García is a PhD student in Science with a Specialty in Educational Mathematics at the Autonomous University of Guerrero (UAGro), Chilpancingo de los Bravo, Guerrero, Mexico.

Catalina Navarro Sandoval is a Graduate in Science with a Specialty in Educational Mathematics from the Autonomous University of Guerrero (UAGro). Professor of the Faculty of Mathematics of the UAGro, Chilpancingo de los Bravo, Guerrero, Mexico.

María del Socorro García González is a professor in Educational Mathematics from the Centre for Research and Advanced Studies of the National Polytechnic Institute (Cinvestav, IPN). Professor of the Faculty of Mathematics of the Autonomous University of Guerrero (UAGro), Chilpancingo de los Bravo, Guerrero, Mexico.