Use Of Cell Phone To Improve Mathematical Learning

Use of cell phone to improve mathematical learning

Introduction

At present, the use of cell phone today is a necessity, rather than in a luxury as it was long ago, the mobile phone market all society in general, who according to the economy they have acquire mentioned objects with the characteristicsWhat do they seek.

Today there is a prohibition of the use of cell phones in the educational units, however it is the parents and/or guardians who allow young people and adolescents at the young age to already possess these technological objects, due to the need to stay communicated, withoutrealize that because they have sufficient maturity they use certain objects incorrectly in different areas of society, even carrying it to school. It is then that the student violates the regulations of the Education Law, paying more attention to objects than to classes taught by a teacher, outside the classroom also affects their social relationships with the people around him, the worrying thing isthat parents do not support education regulations, being teachers who must find a way that said technological apparatus is not detrimental.

For decades, teachers have been trying, seeking and discovering strategies, forms, techniques among others, so that students find the pleasure when learning mathematics, since it is considered by a large majority of society as an areaDifficult, this is the use of cell phone, which can solve an exercise in just seconds.

This trial is intended to expose important ideas about the use of cell phone to improve mathematical learning, based on the teaching of its correct management, taking into account that it is a means that young people have greater scope and dependence, leaving aside thanThis object is detrimental, on the contrary it could be a resource that can serve the teacher, to improve the learning process and then achieve knowledge production.

Developing

Education was evolving by gigantic steps and next to it science and technology, years ago the teachers were the main bridges in the long way that leadsThey must be included in the educational field.

According to (Dillon a., 2011, p. 2) “There is almost no classroom where cell phones are not filtered, raising a serious challenge to teachers. For many the cell phone became an enemy, synonymous with distraction. Some pedagogues believe that cell phones, like other new technologies, enclose an educational potential that would not be disapproved ”.

In our country the use of the cell phone is called a damage to students within the classroom, as it is determined as a means of distraction, by containing different audio applications, visual, especially social networks.

The current world is extremely variable and accelerated, and differs from other times in its cultural patterns, traditions, behaviors and especially in the interpersonal relationships that arise at home and in school. Today, parents and teachers seem bewildered with what is currently livewhich seems to modify life itself and radically transform the world. (Róman Carrión, 2017, P. 8)

However, instead of taking it as a damage, it must be accepted in education by incorporating it as a resource that helps to enhance mathematical learning and different areas in general.

The use of cell phones is not the only technological apparatus that can be incorporated into education, the difference with other devices is that these are easy to reach, having currently becoming very close to students, since they can take themto every place and review at all times.

The use of cell phones becomes "the educational modality that facilitates the construction of knowledge, the resolution of learning problems and the development of diverse skills or skills in an autonomous and ubiquitous way thanks to the mediation of portable mobile devices". (Grund & Gallego Gil Brazuelo, 2012, P. 17)

From the inclusion of these devices called cell phones or mobile telephony, you can rescue a variety of new ways of teaching in the case of teachers and learning easily in the case of students.

"The use of technology in teaching generates novel situations or concepts for children to manifest their attitudes and feelings, also strengthens collaborative learning, motivating the discovery of a new knowledge of what you want to learn". (Gerónimo & Rocha, 2007, P. 64)

Due to the set of applications offered by cell phones, students facilitate the acquisition of specific knowledge of mathematics, since we find in these devices countless forms, calculators and applications of different contents that because they are visually striking attracts attention to their attention.

(Coll, 2004) defends the use of this resource within the educational field for these potential: (a) formalism, (b) interactivity, (c) dynamism, (d) multimedia, (e) hypermedia and (f) connectivity.

The cell phone will not only improve students’ attention, but also the participation and different aspects mentioned above by different authors managing to find in this way the pleasure of learning the area of mathematics that for years was defined as a complex, difficult and boring subject,In this way we will also turn a monotonous, boring and difficult classroom into an interactive, interesting and novel class.

Notwithstanding this to incorporate mentioned apparatus in the educational field, it must be taken into account that teachers are the first to be updated, they must also raise awareness about the correct use of this apparatus to subsequently intend to the development of the development of theCurricular activities selected applications according to the contents of plans and study programs in our country.

conclusion

The final outcome of this brief is that the cell phone or also called mobile phone can be an important technological resource that allows optimizing the pedagogical process in the area of mathematics and all areas in general.

Education cannot stop in monotonous and traditional teachings, but rather should evolve together with technology, to obtain better academic results.

However, it is essential to clarify that the just carrying a cell phone does not become the complete teaching tool, but rather is the teacher who must teach the correct use of the same, schedules of use and incorporation of curricular content duringits use.

Educational units are main institutions that provide knowledge, so it is essential notToday is an essential average communication, information and knowledge.

Sources and bibliography

• GRUND BRAZUELO., & Gallego Gil, D. (2012). Mobile Learning. Mobile devices like
• educational resource. Bogotá Colombia: EDUFORMA.
• Carrión, c. A. (October 24, 2017). Repository.UASB.Edu.EC/Bitstream. Obtained from http: // repository.UASB.Edu.EC/Bitstream/10644/6164/1/T2591-MIE-ROMAN-EL%20USO.PDF
• Coll, c. (2004). Education psychology and educational practices mediated by information and communication technologies. SINECTIC ELECTRONIC, 7.
• Dillon, a. (2011). Cell phones ¿allies or enemies? Clarín-Education, 2.
• Gallego, b. Y. (October 24, 2012). Redalyc.org/article.OA. Obtained from Redalyc.org/article.OA?ID = 73737091002
• Gerónimo, g., & Rocha, and. (2007). Edumóvil: incorporating mobile technology in primary education. Ibero -American Distance Education, 64.
• Róman Carrión, C. (December 20, 2017). Repository.UASB, Edu.EC/Bitstream. Obtained from http: // repository.UASB, Edu.EC/Bitstream/10644/6164/1/T2591-MIE-ROMAN-EL%20USO.PDF