Over the last several years, iPadshave become increasingly popular in the classroom. The number of available apps that could beused in the mathematics classroom are countless, but some make bettermathematical learning tools than others. This research presents a set of sixteen criteria that can be used toevaluate the potential of an iPad app to be an effective mathematical learningtool. A review of the existingliterature on digital learning objects and on iPads and tablet PCs in theclassroom is conducted. The evaluationinstrument is presented, along with a discussion of each of the sixteencriteria. The instrument is then appliedto seven apps designed for learning algebraic concepts. From this sample of seven apps, common themesare examined. Implications foreducators, designers, and for future research are discussed.
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Harrison et al. (2018) studied this question.