Comparing the Effectiveness of Using Tablet Computers for Teaching Addition and Subtraction

Coordinators' notebook : an international resource for early childhood development Pub Date : 2019-01-01 DOI:10.4018/978-1-5225-5430-1.CH009

Nicholas Zaranis

{"title":"Comparing the Effectiveness of Using Tablet Computers for Teaching Addition and Subtraction","authors":"Nicholas Zaranis","doi":"10.4018/978-1-5225-5430-1.CH009","DOIUrl":null,"url":null,"abstract":"The purpose of this chapter is to investigate if tablet computers help improve primary school students' mathematical achievements regarding addition and subtraction. This research compares the level of mathematical competence of the students taught using tablet-computer-oriented learning method which specifically takes advantage of “realistic mathematics education” (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The designed software consisted of several activities with and without the use of computers for addition and subtraction. It was designed following the background of the RME theory. The present study was a pilot research of quasi-experimental design with one experimental and one control groups. The research results show that the students who were taught with the educational intervention based on tablet computers and RME had a significant improvement in their total mathematical achievement, addition, and subtraction in comparison to those taught using the traditional teaching method.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"41 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Coordinators' notebook : an international resource for early childhood development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-5225-5430-1.CH009","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 7

Abstract

The purpose of this chapter is to investigate if tablet computers help improve primary school students' mathematical achievements regarding addition and subtraction. This research compares the level of mathematical competence of the students taught using tablet-computer-oriented learning method which specifically takes advantage of “realistic mathematics education” (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The designed software consisted of several activities with and without the use of computers for addition and subtraction. It was designed following the background of the RME theory. The present study was a pilot research of quasi-experimental design with one experimental and one control groups. The research results show that the students who were taught with the educational intervention based on tablet computers and RME had a significant improvement in their total mathematical achievement, addition, and subtraction in comparison to those taught using the traditional teaching method.

查看原文本刊更多论文

运用平板电脑进行加减法教学效果比较

本章的目的是调查平板电脑是否有助于提高小学生的数学加减法成绩。本研究比较了使用平板电脑为导向的学习方法的学生的数学能力水平，这种学习方法特别利用了“现实数学教育”(RME)来学习加减法的概念，而不是传统的教学方法。所设计的软件由几个活动组成，有和没有使用计算机进行加法和减法。它是在RME理论的背景下设计的。本研究为准实验设计的先导性研究，设1个实验组和1个对照组。研究结果表明，采用平板电脑和RME教育干预教学的学生在数学总成绩、加减法等方面比采用传统教学方法教学的学生有显著提高。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Coordinators' notebook : an international resource for early childhood development

自引率

0.00%

发文量