Limits and Virtues of Educational Technology in Elementary School Mathematics
Saved in:
| Title: | Limits and Virtues of Educational Technology in Elementary School Mathematics |
|---|---|
| Language: | English |
| Authors: | Christopoulos, Athanasios (ORCID |
| Source: | Journal of Educational Technology Systems. Sep 2020 49(1):59-81. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education |
| Descriptors: | Elementary School Mathematics, Mathematics Instruction, Educational Technology, Technology Uses in Education, Grade 3, Elementary School Students, Teaching Methods, Instructional Design, Independent Study, Computer Assisted Testing, Feedback (Response), Data Collection, Foreign Countries, Prior Learning, Mathematics Skills |
| Geographic Terms: | Finland, United Arab Emirates |
| DOI: | 10.1177/0047239520908838 |
| ISSN: | 0047-2395 |
| Abstract: | The vast development and expansion of educational technology has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. However, a field that still holds a great deal of interest and needs to be strengthened concerns the practices that surround mathematics education. Digital learning tools can provide a partial solution to this problem. In this study, we introduce a curriculum-driven digital practicing tool which accommodates diverse learning styles and educational needs. The representative sample of the pilot included 135 third-grade primary school students, randomly split in two groups, who participated in the 8-week experiment. The findings suggest that the digital practicing path can facilitate the development of subject mastery and increase the accuracy of arithmetic fact calculations. In addition, the use of learning analytics tools can facilitate the knowledge acquisition process and prevent learners from developing misconceptions toward the learning subject. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1262073 |
| Database: | ERIC |
| Abstract: | The vast development and expansion of educational technology has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. However, a field that still holds a great deal of interest and needs to be strengthened concerns the practices that surround mathematics education. Digital learning tools can provide a partial solution to this problem. In this study, we introduce a curriculum-driven digital practicing tool which accommodates diverse learning styles and educational needs. The representative sample of the pilot included 135 third-grade primary school students, randomly split in two groups, who participated in the 8-week experiment. The findings suggest that the digital practicing path can facilitate the development of subject mastery and increase the accuracy of arithmetic fact calculations. In addition, the use of learning analytics tools can facilitate the knowledge acquisition process and prevent learners from developing misconceptions toward the learning subject. |
|---|---|
| ISSN: | 0047-2395 |
| DOI: | 10.1177/0047239520908838 |
