Appraising mobile maths apps: the TPACK model

Boris Handal, Chris Campbell, Michael Cavanagh, Kashmira Dave

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review


    The purpose of this study was to develop an instrument for appraising educational apps in mathematics education. The instrument allows mathematics related apps to be analysed based on the three aspects of the TPACK (technological pedagogical content knowledge) model, namely, content, technology and pedagogy. Four sub-scales were created with the first one examining the app role according to the type of task promoted: explorative, productivity and/or instructive. The second sub-scale appraises the degree of cognitive involvement when a learner interacts with the app. The third and fourth sub-scale deals with general pedagogical and operational affordance. The instrument framework was piloted and subsequently trialled with ten school teachers and mathematics educators to ensure content validity. It was further endorsed with examples of educational apps currently available in the context of the secondary curriculum.
    Original languageEnglish
    Title of host publicationConference Proceedings of the Australian Computers in Education Conference 2014
    Subtitle of host publicationNow IT's personal
    EditorsTrudy Sweeney, Sue Urban
    Place of PublicationAustralia
    PublisherAustralian Council for Computers in Education
    Number of pages19
    ISBN (Print)9780646920955
    Publication statusPublished - 2014
    EventAustralian Computers in Education Conference - Adelaide, Australia
    Duration: 30 Sept 20143 Oct 2014


    ConferenceAustralian Computers in Education Conference


    Dive into the research topics of 'Appraising mobile maths apps: the TPACK model'. Together they form a unique fingerprint.

    Cite this