Teaching exponential function properties: Practical and experiential activities on smartphone
Main Article Content
Abstract
This study mainly forms knowledge about Properties of Exponential Functions content for 11th-grade students through practical and experiential activities based on David Kolb's Experiential Learning Theory using smartphones. The research focuses on the perspectives of teaching these properties through practical and experiential activities in Mathematics. The content of the learning situation revolves around having students practice on smartphones through GeoGebra embedded on the Google Sites website and answer a set of questions, thereby forming the target knowledge for students. The study emphasizes the effectiveness of teaching Math through practical and experiential activities in information technology environment, specifically mobile phones. This approach is consistent with modern educational trends, aiming to make mathematics more applicable, attractive, and effective.
Keywords
Exponential functions, mobile learning, practical and experiential activities, smartphone
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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Nguyen, P. T., Ho, N. N. L. (2023). Dạy học nội dung “Thống kê” (Toán 7) thông qua hoạt động trải nghiệm [Teaching the content of “Statistics” (Mathematics 7th grade) through Experiential Activities]. Vietnam Journal of Education, 23(21), 1–6.
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Rifa’i, A., & Sugiman, N. (2018). Students’ perceptions of mathematics mobile blended learning using smartphone. Journal of Physics. Conference Series, 1097, 012153. https://doi.org/10.1088/1742-6596/1097/1/012153
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Sumandya, I. W., & Widana, I. W. (2022). Reconstruction of vocational-based mathematics teaching materials using a smartphone. Journal of Education Technology, 6(1), 133–139. https://doi.org/10.23887/jet.v6i1.42833
Tang, M. D., Trieu Thi, T., Nguyen Thi, N. (2021). Dạy học diện tích xung quanh của hình trụ theo tiếp cận học tập trải nghiệm [Teaching the surrounding area of the cylinder following an experiential learning approach]. Ha Noi University of Education Journal of Science – Educational Sciences, 66(3), 201–210.
Trinh, T. P. T., Lai, D. T., Hai, T. T., Trung, T., Le, T. T. T., Quan, H. V. (2019). Mobile learning for highschool mathematics as a path to better sustainability in a fast-changing society: An exploratory study from Vietnam. Problems and Perspectives in Management, 17(2), 392–403.
Tuda, S., & Rexhepi, S. (2023). Exploring exponential functions using geogebra. Brillo Journal, 3(1), 43–58. https://doi.org/10.56773/bj.v3i1.45
Umayah, U., & Riwanto, mawan A. (2020). Transforming 21st century elementary schools new digital literacy to build student character in a global era. Jurnal Pancar, 4(1), 1–10.
Veillon, J. (2019). The Effect of Experiential Learning on Students’ Conceptual Understanding of Functions in Algebra 1 [Doctoral Dissertation, Kennesaw State University]. DigitalCommons@Kennesaw State University. https://digitalcommons.kennesaw.edu/seceddoc_etd/15
Venkatraman, S., Overmars, A., & Wahr, F. (2019). Visualization and experiential learning of mathematics for data analytics. Computation, 7(3), 37. https://doi.org/10.3390/computation7030037
Vu, N. H., Nguyen, T. H., & Le, A. V. (2023). Một số vấn đề về tổ chức hoạt động thực hành và trải nghiệm trong dạy học môn Toán lớp 10 [Some problems in organizing practical and experiential activities in teaching 10th grade Mathematics]. Vietnam Journal of Educational Sciences, 19(1), 38–43.
Dang Thi, T. H. (2020). Tổ chức một số hoạt động trải nghiệm trong dạy học môn Toán cho học sinh Tiểu học [Organizing some experiential activities in teaching Mathematics for primary school students]. Vietnam Journal of Education, Special issue 2 (May), 55–60.
Dias, G. N., de Oliveira, M. A. P., Chaquiam, M., Cabral, N. F., dos Reis, C. P., da Silva Barbosa, E, Araújo, J. C. O., Beirão, A. T. M., da Silva, K. P., da Rocha, H. O., de Melo Reis, N. D., & Barreto, W. D. L. (2021). Didatic sequence for teaching exponential function. International Journal for Innovation Education and Research, 9(8), 147–164.
Fabian, K., Topping, K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics: effects on student attitudes and achievement. Educational Technology Research and Development, 66(5), 1119–1139. https://doi.org/10.1007/s11423-018-9580-3
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020). PBLPOE: A learning model to enhance students’ critical thinking skills and scientific attitudes. International Journal of Instruction, 13(2), 89–106.
Fry, H., Ketteridge, S., & Marshall, S. (2009). A handbook for teaching and learning in higher education: Enhancing academic practice (3rd ed.). New York, USA: Routledge.
Kolb, A., & Kolb, D. (2009). Experiential learning theory: a dynamic, holistic approach to management learning, education and development. In The SAGE Handbook of Management Learning, Education and Development (pp. 42–68). SAGE Publications Ltd.
Le, T. B. T. T., Tran, D. K. (2021). Một số yếu tố tác động đến sự chấp nhận điện thoại thông minh trong dạy học của giáo viên Toán trung học [Some factors affecting the acceptance of smartphones in teaching by high school math teachers]. Ho Chi Minh City University of Education Journal of Science, 18(12), 2213–2220.
Makgakga, S. & Sepeng, P. (2013). Teaching and learning the mathematical exponential and logarithmic functions: A transformation approach. Mediterranean Journal of Social Sciences, 4(13), 177–185.
Ministry of Education and Training. (2018a). Circular 32/2018/TT-BGDDT promulgating the General Education Program. Ha Noi.
Ministry of Education and Training. (2018b). The 2018 General Education Program in Mathematics. Ha Noi.
Nguyen, N. G., Nguyen, T. N., Nguyen, V. D. (2022). Tổ chức hoạt động trải nghiệm trong dạy học nội dung “Một số yếu tố Thống kê” (Toán 6) [Organize experiential activities in teaching “Some statistics elements” (Math 6)]. Vietnam Journal of Education, 22(18), 1–6.
Nguyen, T. N., & Lam, T. T. (2023). Integrating financial education in teaching exponential functions for grade 12th students. Ho Chi Minh City University of Education Journal of Science, 20(3), 505–516. https://doi.org/10.54607/hcmue.js.20.3.3665(2023)
Nguyen, P. T., Ho, N. N. L. (2023). Dạy học nội dung “Thống kê” (Toán 7) thông qua hoạt động trải nghiệm [Teaching the content of “Statistics” (Mathematics 7th grade) through Experiential Activities]. Vietnam Journal of Education, 23(21), 1–6.
Nguyen, T. T. T., Quach, T. S. (2023). Some teaching methods for Statistics and Probability for 6th grade students with the support of information technology. Vietnam Educational Science Journal, 19(7), 27–34.
Nunes, L. F., Prates, D. B., & Silva, J. M. (2017). The use of modeling approach for teaching exponential functions. Journal of Physics: Conference Series, 936, 012064. https://doi.org/10.1088/1742-6596/936/1/012064
Rifa’i, A., & Sugiman, N. (2018). Students’ perceptions of mathematics mobile blended learning using smartphone. Journal of Physics. Conference Series, 1097, 012153. https://doi.org/10.1088/1742-6596/1097/1/012153
Sawalha, Y. (2018). The Effects of Teaching Exponential Functions Using Authentic Problem Solving on Students' Achievement and Attitude (Publication No. 10748542) [Doctoral dissertation, Wayne State University]. ProQuest Dissertations and Theses. https://www.proquest.com/dissertations-theses/effects-teaching-exponential-functions-using/docview/2030530682/se-2
Sumandya, I. W., & Widana, I. W. (2022). Reconstruction of vocational-based mathematics teaching materials using a smartphone. Journal of Education Technology, 6(1), 133–139. https://doi.org/10.23887/jet.v6i1.42833
Tang, M. D., Trieu Thi, T., Nguyen Thi, N. (2021). Dạy học diện tích xung quanh của hình trụ theo tiếp cận học tập trải nghiệm [Teaching the surrounding area of the cylinder following an experiential learning approach]. Ha Noi University of Education Journal of Science – Educational Sciences, 66(3), 201–210.
Trinh, T. P. T., Lai, D. T., Hai, T. T., Trung, T., Le, T. T. T., Quan, H. V. (2019). Mobile learning for highschool mathematics as a path to better sustainability in a fast-changing society: An exploratory study from Vietnam. Problems and Perspectives in Management, 17(2), 392–403.
Tuda, S., & Rexhepi, S. (2023). Exploring exponential functions using geogebra. Brillo Journal, 3(1), 43–58. https://doi.org/10.56773/bj.v3i1.45
Umayah, U., & Riwanto, mawan A. (2020). Transforming 21st century elementary schools new digital literacy to build student character in a global era. Jurnal Pancar, 4(1), 1–10.
Veillon, J. (2019). The Effect of Experiential Learning on Students’ Conceptual Understanding of Functions in Algebra 1 [Doctoral Dissertation, Kennesaw State University]. DigitalCommons@Kennesaw State University. https://digitalcommons.kennesaw.edu/seceddoc_etd/15
Venkatraman, S., Overmars, A., & Wahr, F. (2019). Visualization and experiential learning of mathematics for data analytics. Computation, 7(3), 37. https://doi.org/10.3390/computation7030037
Vu, N. H., Nguyen, T. H., & Le, A. V. (2023). Một số vấn đề về tổ chức hoạt động thực hành và trải nghiệm trong dạy học môn Toán lớp 10 [Some problems in organizing practical and experiential activities in teaching 10th grade Mathematics]. Vietnam Journal of Educational Sciences, 19(1), 38–43.
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