Mathematics is a comprehensive, even esthetical experience, affecting a person intellectually, emotionally and physically. The purpose of this study is to determine and examine the dimensions of technology-enhanced mathematics learning.

The three learning domains cognitive, psychomotor and affective, ranging from uncomplicated to more complex learning outcomes, as defined by Bloom, have been used a great deal in mathematics pedagogy (Krathwohl, Bloom, & Masia, 1964). This study goes deeper and also examines motivation theory and learning theories when applying technology to the teaching of mathematics.

To get a broad picture of the impact of these dimensions on mathematics learning via technology, research was conducted in an array of contexts, including South Af-rica, Mozambique, Germany and Finland. The cross-cultural and cross-countries ap-proach was chosen to ensure wider generalizability of the research. The study invol-ved an action design research (ADR) approach of creating and evaluating artifacts; (i) a novel pedagogical INBECOM model for mathematics learning advocating both behavioristic and constructivist perspectives, and (ii) a newly designed and created story-based UFractions mobile game for learning of fractions incorporating tangible manipulatives. In particular, the affective domain of participants in the study was being studied throughout a ten-year research process from 2009 to 2019.

The INBECOM pedagogical model was tested by organizing a fraction course for 21 grade 10 students. The development and evaluation of the pedagogical INBECOM model gives a concrete example of how two learning approaches, constructivism and behaviourism, can be combined in teaching fractions. Furthermore, the results of the qualitative evaluation confirm the view that successful instructional practices have features that are supported by both constructivism and behaviorism.

The UFractions mobile game was evaluated with 305 grade 8 students and 12 teachers. Empirical tests indicate that combining concrete manipulatives and mobile phones is a meaningful way to learn the abstract concept of fractions, increasing active student participation. On the basis of the collected data, I initiated a taxonomy for the variety of play motivations in the UFractions game. The dynamics between game motivations and disturbance factors (DF) was analysed. Each motivation relates to a set of DFs typically affecting the player motivation negatively. By becoming aware of these relations, we are able to design more motivating educational games and give guidelines for game developers, users and educators.

To explore the affective learning experiences of the three groups of research participants, the qualitative data was derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, observations (311 documents) and quantitized (Saldaña, 2009). All the data was explored from the affective perspective, by labelling the feelings the participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. I concluded that affective learning at all five levels was recognized among the three groups of participants. However, the results show that affective learning mostly took place at the receiving level, indicating that the participants received more than they responded, valued, organized or internalized. There was also a significant effect of research participants pertaining to receive; students’ affective learning occurred more at the receiving level than that of the teachers; and teachers’ affective learning emerged more at the value level.

Moreover, I define a dimension taxonomy of learning to be used as a framework in the design and implementation of technology-enhanced mathematics teaching and learning including the following three dimensions: (i) Domains of learning, (ii) Orientation of learning, and (iii) Motivation of learning. More precisely, the five domains of learning are cognitive, psychomotor, affective, interpersonal, and intra-personal. Considering orientation of learning, combining behaviorism and constructivism, would lead to more motivating and meaningful teaching and learning strategies. Furthermore, the level of technology integration, the level of students’ cognitive process, and the level of teachers’ knowledge, are intertwined. Motivational fac-tors are an essential part of learning, and it is important to acknowledge connections between motivations and disturbances, when using technology.