The first set of experiments with mobile computer supported collaborative learning (mCSCL) in the SCOLLAm project were conducted between December 2016 and February 2017 in Trnjanska elementary school. A series of experiments was conducted with the math lessons co-designed with the teachers in the 1st and 2nd primary school grades, where each exercise included 5-10 problems to be solved by groups of students.

The experiments included students working in pairs and triplets to solve mathematics tasks generated by the system. The developed mCSCL widgets with the addition and subtraction tasks has a twofold aim. Firstly, they should encourage discussion between team members about the steps of solving a given task. Thereby students have the chance to correct possible misconceptions and work together towards the correct solution. Additionally, these exercises are used to build speed and accuracy.

When solving mathematics task on tablet computers in pairs, each student pair member is assigned one of the two available roles: an editor or a checker role. While an editor is supposed to solve the task, a checker is to determine whether the solution is right or wrong (Figure 1). Afterwards, both students receive feedback messages on the overall success. In the case of correct solution, students are directed onto the next task, while in the case editor or/and checker made a mistake, they are advised to discuss their solution and try again. In order to encourage both students to rethink the answers, the system will not explicitly reveal who made the mistake, editor, checker or both.

Figure 1 - The process of solving math problem task in pairs

Exercises in triplets contain problems presented in a textual form and group members are assigned one of the three available roles: an author, an editor or a checker role. An author is expected to carefully read the text of the given problem and write a mathematical expression, an editor should solve it, and a checker is expected check the entire solution (Figure 2). After checker submits his/her solution, all group members receive the feedback message.

Figure 2 - The process of solving word problems in triplets

During the experiments researchers observed that students approach mathematics exercises in a very positive fashion. Knowing they will spend a math class learning with the help of tablets, students always greet researchers at the classroom door and often offer to assist in preparing the tablets to be used for in-class activities.

The SCOLLAm project infrastructure takes care of random group member assignment in the beginning of the mCSCL activity. While some students chose to find their group members and gather around desks, the others enjoyed moving around the classroom or found a place on the floor (Figures 3 and 4). Some students hesitate starting a discussion with their group members regarding possible solutions of a given task. They are waiting for their peers to offer a new solution or even hurry sharing the correct solution without any discussion. In the activity follow-up, researchers tried to encourage students to communicate more and provide them with some examples on how to help peers who struggle with a given task.   

Figure 3 - In-class learning in pairs

 

Figure 4 - In-class learning in triplets