Abstract:

Research about numerical relations through graphical context and multi touch features came with development of Digital Numbers Technology: 35 university students in internship programs developed several tools, applications and documents with a scientific methodology in order to complement present “text-based” paradigm of numerical relations. The results are encouraging: there are evidences that some math subjects are more suitable, there are favorable indicators and it fits with recommendations of present education gurus…

Overall, this “graphical” numbers technology uses our spatial visual intelligence. We have been dealing with this methodology in order to learn STEM or for industry applications. Our experiences and earned lessons are shown in this communication as an overview. To start with, as we move from paper&pencil to mobile devices, digital natives are faster learners than any of the academic world. As we return basic numerical relations from textual to “geometric” ways, there is an opportunity to handle numbers, variables and equations in an optimal way: no confusions with signs, new codes for intuitive knowledge and use… Also, mobile devices give the opportunity to be interactive: this dynamic approach makes easy the reversibility feature of any science or technical process. Problems and resolution methods with mobile devices are intuitive and the use of visual means as educational help makes shorter the time spent in learning.

Overall, DNT is a XXI century way to complement learning numerical relations. There is a conclusion from our R+D: Physics problems with the different statements can be approached with Digital Numbers Technology. An overview of the examples is shown from the different papers: Force, Work and Power; law of conservation of mechanical energy… New examples are shown (Newton’s law of universal gravitation, inclined plane) and other examples are underlined because they already have been tested by students.

Keywords:

Physics, mobile learning, spatial and visual intelligence.