Collaborative Learning in a Mobile Technology Supported Environment: A Case Study on Analyzing the Interactions

Abstract

This paper reports a case study on the trial use of a cognitive tool (CT) called the "graphical partitioning model (GPM)" for the learning of mathematical fractions in a mobile technology supported environment. The interactions between a dyad of Primary 5 students and the GPM were analyzed. The results show that the interactions between the students and the GPM have the potential to foster deep learning of subject knowledge and there is a possibility to integrate the mobile version CT with collaborative learning strategies such as reciprocal tutoring.