How do students evaluate learning mathematics with digital textbooks? An exploratory study in a Chinese secondary school
Résumé
With the rapid development of digital technology, mathematics education researchers have paid
increasing attention to the development of digital mathematics textbooks (DMTs) and the effect of
DMTs on mathematics teaching and learning, but empirical research in this area, especially in
China, has been overdue. In this study, we aimed to investigate how Chinese students evaluated
learning mathematics with DMTs in classrooms. The data were collected using a questionnaire from
84 students in a secondary school in an eastern metropolitan city of China, interviews with 12 of them
and nearly three-week classroom observations of teaching and learning with a DMT. Results showed
that students overall had a positive attitude towards learning mathematics with the DMT. Meanwhile,
they also had some concerns about using DMTs, which merits further attention.
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