Characterising the perceived value of mathematics educational apps in preservice teachers

Boris Handal*, Chris Campbell, Michael Cavanagh, Peter Petocz

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)


    This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred and seventy-three preservice students studying primary school education from two public and one private Australian universities participated in the study. The respondents examined three different apps using a purposively designed instrument in regard to either their explorative, productive or instructive instructional role. While construct validity could not be established due to a broad range of variability in responses implying a high degree of subjectivity in respondents’ judgments, the qualitative analysis was effective in establishing content validity.

    Original languageEnglish
    Pages (from-to)199-221
    Number of pages23
    JournalMathematics Education Research Journal
    Issue number1
    Publication statusPublished - 1 Mar 2016


    • Mathematics education
    • Mobile apps
    • Pedagogy
    • TPACK
    • Technology


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