Abstract
The paper presents a pilot case study intended to examine how socio-cultural and situated learning aspects are reflected in
learning experiences within a novel mobile learning environment, Math4Mobile, a cellular application for mathematics
learning. The case study focused on four students in a mathematics methods course who were engaged in a mathematics
project based on the cellular applications. We found that use of the cellular environment enhanced the participants’
engagement in the modeling of real life scenarios and contributed to collaboration between participants. These effects can
be attributed to the mobility, flexibility, and availability of cellular tools, and they point to a possible contribution of
mobile tools to mathematics education.
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