Abstract

Mobile technologies have started to be preferred as a new learning technology in teaching and learning. Considering the need for adequate and rapid feedback in solving mathematical problems that students have difficulty with reflects the need for a different educational practice and technology. In this study, based on design-based research (DBR) model, a mobile application was developed, which enables the extension of the traditional classroom to a virtual space, where students can practice mathematical problem solving and easily access solutions. The purpose of this study was to determine which mathematics questions that students have difficulty in solving are mainly distributed over which subjects and learning outcomes, and to reveal the cognitive levels of the questions sent. The findings revealed that 'numbers and algebra' was the learning domain, and ‘derivate’ was the subject, which students had the most difficulty with. Moreover, the questions were found to be mostly at the cognitive levels of understanding and applying in Bloom’s Taxonomy. Based on the results, it can be concluded that the mathematics mobile application can be used as an alternative tool examining the learning outcomes and cognitive levels of students.

Key words: Mobile app, design and development, mobile learning, mathematics education, learning outcomes.