Vehicular and Vernacular Mobile Mathematics

Categories and Subject Descriptors

H.5.2 [Information Interfaces and Presentation]: User InterfacesGraphical user interfaces (GUI), Interaction styles; H.5.1[Information Interfaces and Presentation]:Multimedia Information Systems- Animation, Evaluation/Methodology.

2. SCOPE AND LIMITATIONS 2.1 Scope

Multimedia features File formats will be in 3gp for video, png for images and all text could be loaded in an XML file format. Flash cs5 will be used for making the graphics, animations and development of the project since it is a flash based mobile learning application. The module to be presented includes Number Sense and Numeration that tackles about Place Value, Numbers in Words, Roman Numerals into Indo Arabic Numerals, Properties of a whole number, then the second part will be about Integers, Value of integers, Ascending or Descending Order, Adding and Subtracting Integers. The third part will be about Fractions, Types of Fractions, Comparing Fractions, Fraction of Quantities, The fourth part is the Percentage that will discuss about Percents and Converting fraction to percentage,The next part will be about Geometry and will discuss about Points and lines, The Basic concepts,,Line segment, Rays and Angles, Parallel lines, Triangles and polygons and Circles. The sixth part includes Measurements and Converting units of length, width and Mass. The last part will be about Probability and statistics which include finding the Mean, Median, Mode and Graphs. Assessments are given at the end of every session/topic. It will monitor users learning progress. If the user commits a wrong answer in the provided quizzes, there will be hints that will help the user recall or/and identify the answer. English and Tagalog language will be used. XML, Actionscript and Java will be used as programming language. Components of elearning that will be integrated on the project includes the course structure or the lessons and modules needed and content engagement which are the quizzes and exams.

General Terms
Documentation

1. INTRODUCTION
Using mobile phones and handheld computers to teach basic skills could help a generation of youngsters turned off by traditional education [1].Since children of these days enjoy using smartphones that somehow lessen their interest in learning trough traditional ways, the proponents want to use this technology to introduce a more effective teaching approach to children. Recently K-12 curriculum was implemented in the Philippines;Dep Ed believes that the K-12 will address low achievement scores and poor academic performance of elementary and high school students. In 2003 Trends in International Mathematics and Science study (TIMSS) show that the Philippines ranked 34th out of 38 countries in HS Math and 43rd out of 46 countries in HS II Science. Moreover, the Philippines ranked the lowest in 2008 even with only the science high schools joining the Advanced Mathematics category. Also The National Achievement Test (NAT) results for grade 6 in SY 20092010 showed only a 69.21% passing rate while the NAT results for high school is at a low 46.38%[2]. Basically one of the reasons why K-12 was implemented is to improve the Filipino education especially in Math and Science[3]. This study aims to develop a mobile learning environment that will help Grade 6 students in studying Mathematics and since it is stated in the K-12 curriculum that students are required to use the mother tongue language, this application will teach Math using both Vehicular and vernacular languages which will be English and Tagalog.

It will contain messaging system where in user can send files, images and notes to others via SMS with the use of mobile servers or Bluetooth peering.

2.2 Limitation
Lessons included are for grade 6 students Target deviceare Nokiatouch screen phones that supports flash lite 3.1 or 4(5530,5800, N97, N8, E7, C7, PUREVIEW 808). User must understand at least one of the dialect Designed for Symbian OS Sending large files can only be done individually and depending on the phones capability. Sending SMS files will deduct cost to the users load since it require server.

A Personalized Mobile Mathematics Tutoring System for Primary Education.This paper proposes a personalized mobile mathematics tutoring system for primary students based onindividual learners abilities. The strength of MoMTlays in its combination of anytime; anyplace access topersonalize customized mathematics exercises with a virtual, multimedia discussion space to get helporshare ideas and experiences[6]. By developing a mobile learning multimedia application it can improve learning efficiency and student interest in learning mathematics concepts. The public and educational communities are aware of the continuing crisis in math education in our middle schools and the convergence of technologies for teaching and learning. This paper presents a case study in which iPod Touch was used to help middle school students learn about algebraic equations and, inparticular, the concept of slope, absolute value, and elimination. This study showed that the use of the iPod Touch to build math videos was viable in the middle school studied. The math educators, the students, school administrator, and university faculty were impressed by the ability of students to present difficult concepts in a visual format and then discuss them with friends [7].Using multimedia in teaching mathematics helps students both learn and enjoy browsing the application. Both researches wanted to teach students by not only making a text-based mobile learning but also through using videos. But the difference of the developed application compared to the proposed research is that the proponents wants to focus not only on the problems of student in learning math but also in using vernacular language to help students adjust in k-12 curriculum. M-Learning is a new learning paradigm of new social structure with mobile and wireless technologies. Smart school is one of the four flagship applications for Multimedia Super Corridor (MSC) under Malaysian government initiative to improve education standard in the country. With the advances of mobile devices technologies, mobile learning could help the government in realizing the initiative. This paper discusses the prospect of implementing mobile learning for primary school students. The implementation of m-Learning with automated progress tracking function using graph could solve the problem of time constraints faced by both students and teachers. The students, as well as the teachers can easily monitor the progress after they had attempted the quizzes using the mobile devices. The progress could easily be monitored without any intervention and use of paper [8]. Both application focuses on Mathematics because of the continuous problems encountered in math. The applications provides quizzes and tests to measure the childs performance yet the difference between the proposed application and the developed one is that, our application isnt meant for classroom purposes only. The developed applications main purpose is to monitor the childs performance in classroom so it doesnt include lessons but only quizzes, test and activities. Also the proposed application will be using vernacular language Mobile phones are becoming more technically sophisticated. They can create and play multimedia content; they have larger high quality colour screens; many models can now capture, edit, and play back video, audio, and photographs; many models can also run Flashbased interactive applications (through Flash Lite). We anticipated further issues in transferring the content of the existing learning object to the mobile phone. Changing the content and structure might be necessary which could compromise the pedagogic integrity of the original learning object [9]. Before developing the application the the

3. RELATED WORKS
Hazel Media targets Vernacular Indic Language Applications Ecosystem for Mobile and Tablet Devices. Hazel Media Plans to extend its focus on vernacular language support for Mobile and Tablet devices by partnering with content providers and content distributors. The companys technology, being exhibited at Convergence India 2011 Conference Expo in New Delhi from 24th to 26th March, helps create vernacular content applications rapidly for feature phones, smart phones, and tablet devices. Hazel Media is developing technology to enable interaction in vernacular Indic languages like Hindi and Marathi via mobile applications across various device platforms[4]. Both the developed application and the proposed research wanted to make a mobile learning application that is in vernacular language. Mobile learning application must not limit into English only application since lessons depends on the countrys curriculum. Hazel Media was able to develop an m-learning application that is in hindi and marthi which are a vernacular language in India. Mobile Learning for Mathematics (Nokia MoMaths) project. In 2008, the South African Presidents office requested a project exploring the use of mobile technologies to support formal education in SouthAfrica. Consequently, in 2009, Nokia, with the support of Nokia Siemens Networks (NSN), led a project team, including several government and private sector partners, in conceptualizing a pilot project which tested and measured the efficacy of using mobile technologies to support learning of Grade 10 mathematics in South African schools.The project set out from the outset to pilot and research an intervention which could be taken to scale, with use by all grade 10 South African mathematics learners as its ultimate target. Nokia Mobile Mathematics connects learners by using personal mobile phones to study maths. The Nokia MoMaths project is set to change the educational landscape and close the distance learning digital divide by giving SA learners affordable 24/7 access to maths tuition on their mobile phones accessible anytime and anywhere[5].One benefit of mobile learning is it is portable, it might lessen the use of books which are heavy to carry. Students will be able to access it anytime and anywhere. Both researches wants to improve the childs knowledge through mobile learning thought the difference is that the proposed research wants to build a mobile application in vernacular language.

developers had already thought of the problems that they might encounter in developing a multimedia mobile learning application so they studied flash lite further and thought of converting all files into better format. The proponents thought of using the same approach they did in order to make a multimedia mobile learning application fits into the mobile phone.

4.1 Screen Shots

4. SYSTEM ARCHITECTURE

Figure 1: IPO for the development of MATH6

Figure 2: Application Flow Chart Through this Mobile learning application, the user will be able to study the lessons by reading the provided manual and video tutorials. After every topics and lessons, it will monitor the users performance or how much does the user learned using test provided.

5. REFERENCES
[1] http://news.bbc.co.uk/2/hi/technology/2940936.stm [2] http://blogwatch.tv/2011/05/proposed-k-12-basic-educationsystem-in-the-philippines/ [3] http://www.smartparenting.com.ph/kids/preschooler/k-12-101-aprimer-on-the-new-philippine-education-curriculum/page/1 [4] http://www.hazelmedia.in/resources/HazelMedia-PR24Mar2011.pdf [5] http://www.symbiantweet.com/mobile-learning-formathematics-in-south-africa [6] http://www.rcetj.org/index.php/rcetj/article/view/38/50 [7] http://ebookbrowse.com/mobile-math-math-educator-andstudents-engaged-in-mobile-learning-pdf-d62989089 [8] http://airccse.org/journal/jcsit/0810ijcsit07.pdf [9] http://www.aupress.ca/books/120155/ebook/08_Mohamed_Ally _2009-Article8.pdf