Encouraging students to participate and argue in mathematics teaching: the case of M-learning

Abstract

An analysis of the levels of student participation in mathematics classes in the framework of virtual mathematics classes assisted by the application of E-Learning tools is presented. A qualitative research design guided by a descriptive and interpretive approach was implemented in order to understand the levels of participation and the learning process of students under the dynamics of virtual classes and the application of mobile learning (M-Learning). The results indicate that in-service mathematics teachers show the need to receive academic training that allows and facilitates the implementation of digital resources in mathematics classes. Likewise, it was identified that students are involved with a higher level of responsibility in the construction of arguments when they experiment with mobile applications in solving geometry and mathematics problems.