This focuses on a student-centered active style of teaching and learning with an emphasis not just on the acquisition of curriculum content but also on the development of key skills such as collaboration, communication, creativity and (of particular relevance to mathematics education) problem solving. Instead, they are more in keeping with the widely discussed 21C Learning approach to education (Dede, 2010 Voogt & Roblin, 2012). These interventions, however, do not sit well within a conventional school system featuring didactic methods of teaching and learning, a Victorian-style classroom (the teacher addressing rows of students) and short single-subject class periods. ![]() There is synergy and overlap between these ideas, as exemplifi ed in mathematics learning interventions that combine elements of mobile, contextual, (social) constructivist and RME approaches (Tangney et al., 2010 Wijers, Jonker, & Kerstens, 2008). In the area of mathematics pedagogy, Realistic Mathematics Education (RME) is seen to address many of the shortfalls of traditional approaches to teaching mathematics (Gravemeijer, 1994 van den Heuvel-Panhuizen, 2002). ![]() There is general acceptance in the mobile learning literature that the affordances of mobile technology align well with contextual, constructivist and social constructivist peda-gogies (Patten, Arnedillo Sánchez, & Tangney, 2006). ![]() For mobile-or indeed any-technology to play a meaningful role in learning, it must be used within an appropriate pedagogical framework.
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