Encouraging students to participate and argue in mathematics teaching: the case of M-learning

This study presents an analysis of student participation in mathematics classes within the context of virtual mathematics classes facilitated by the use of e-learning tools. A qualitative research design, guided by a descriptive and interpretative approach, was implemented with the objective of understanding the levels of participation and the learning process of students in the context of virtual classes and the application of mobile learning tools (M-Learning). The findings suggest that in-service mathematics teachers perceive a need for academic training that would equip them with the knowledge and skills to effectively integrate digital resources into their teaching practice. Additionally, it was observed that students demonstrated a heightened level of engagement and autonomy in the construction of arguments when they utilised mobile applications to solve geometry and mathematical problems.