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ERIC Number: EJ953162
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 12
ISSN: ISSN-0158-7919
Challenging Assumptions: Mobile Learning for Mathematics Project in South Africa
Roberts, Nicky; Vanska, Riitta
Distance Education, v32 n2 p243-259 2011
This article introduces the Nokia Mobile Learning for Mathematics Project in South Africa, which made use of mobile technology to support mathematics learning at 30 public secondary schools. It draws on the evaluation of this project from January to June 2010. The article discusses learner access to mobile devices, learner and teacher uptake and use of the service, the relationship between learner and teacher use, and the impact on learner results in mathematics. The article outlines the assumptions made by project participants about the uptake and use of such a service, which were not substantiated by the evaluation findings. (Contains 5 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa