{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T17:26:37Z","timestamp":1754155597020,"version":"3.41.2"},"reference-count":20,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2021,5,21]],"date-time":"2021-05-21T00:00:00Z","timestamp":1621555200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["K"],"published-print":{"date-parts":[[2022,3,3]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>This work is devoted to increasing the effectiveness of a mathematical modelling lesson with the help of mobile devices. It verifies the authors' hypothesis which states that enabling students to solve mathematical models on mobile devices improves their academic results in the discipline.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>The paper describes an experiment conducted among 38 college students in an extracurricular mathematical club where they solved mathematical models with the help of their own smartphones. The authors describe the mathematical models assigned to students, analyse their academic performance and gather their opinions.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>The usage of mobile devices in the mathematical modelling class positively affects students' scores and interest in the subject. The percentage of positive grades among students working on mobile devices is higher than among students working on desktop computers.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>The authors discover that in the context of the college-level mathematical modelling course, mobile devices can be successfully used as an alternative replacement for traditional desktop computers.<\/jats:p><\/jats:sec>","DOI":"10.1108\/k-08-2020-0508","type":"journal-article","created":{"date-parts":[[2021,5,21]],"date-time":"2021-05-21T00:01:30Z","timestamp":1621555290000},"page":"1326-1340","source":"Crossref","is-referenced-by-count":2,"title":["College-level mathematical modelling with mobile devices"],"prefix":"10.1108","volume":"51","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6798-4548","authenticated-orcid":false,"given":"Spartak","family":"Sakibayev","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2021,5,21]]},"reference":[{"issue":"1","key":"key2022051012392142200_ref001","first-page":"1","article-title":"Attitudes towards using mobile applications in teaching mathematics in open learning systems","volume":"33","year":"2018","journal-title":"International Journal of E-Learning and Distance Education"},{"article-title":"Significance of mobile learning in learning Mathematics","year":"2018","key":"key2022051012392142200_ref002","doi-asserted-by":"publisher","DOI":"10.1051\/matecconf\/201815005049"},{"key":"key2022051012392142200_ref003","unstructured":"Bowen, K. and Pistilli, M.D. (2012), \u201cStudent preferences for mobile app usage\u201d, September 25, Retrieved from EDUCAUSE Center for Analysis and Research (ECAR) website: available at: https:\/\/library.educause.edu\/-\/media\/files\/library\/2012\/9\/erb1210-pdf.pdf."},{"issue":"2","key":"key2022051012392142200_ref004","first-page":"208","article-title":"School culture for the mobile digital age","volume":"6","year":"2015","journal-title":"Media Education"},{"issue":"3","key":"key2022051012392142200_ref005","doi-asserted-by":"publisher","first-page":"249","DOI":"10.12973\/iejme\/3906","article-title":"The effects of mobile application in teaching high school mathematics","volume":"13","year":"2018","journal-title":"International Electronic Journal of Mathematics Education"},{"issue":"5","key":"key2022051012392142200_ref006","doi-asserted-by":"publisher","first-page":"1119","DOI":"10.1007\/s11423-018-9580-3","article-title":"Using mobile technologies for mathematics: effects on student attitudes and achievement","volume":"66","year":"2018","journal-title":"Educational Technology Research and Development"},{"issue":"2","key":"key2022051012392142200_ref007","doi-asserted-by":"publisher","first-page":"139","DOI":"10.1111\/jcal.12123","article-title":"Tablet use in schools: a critical review of the evidence for learning outcomes: tablet use in schools: a critical review","volume":"32","year":"2016","journal-title":"Journal of Computer Assisted Learning"},{"issue":"3","key":"key2022051012392142200_ref008","first-page":"76","article-title":"Mobile learning in math's education: using iPad to support pre-service teachers' professional development","volume":"27","year":"2013","journal-title":"Australian Educational Computing"},{"key":"key2022051012392142200_ref009","unstructured":"Lawlor, B. 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