Empowering Early Math Education: The Role of Web 2.0 Tools in Improving Counting Skills in Early Learners
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| Title: | Empowering Early Math Education: The Role of Web 2.0 Tools in Improving Counting Skills in Early Learners |
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| Language: | English |
| Authors: | Dwi Yulianto (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2025 13(4):872-894. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Web 2.0 Technologies, Educational Technology, Technology Uses in Education, Computation, Skill Development, Numeracy, Grade 1, Elementary School Students, Instructional Effectiveness, Mathematics Instruction, Mathematics Skills, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-611X |
| Abstract: | Despite the increasing integration of technology in early childhood education, empirical research on the effectiveness of Web 2.0-based numeracy learning remains limited, particularly in developing countries. This study investigates the impact of a Web 2.0-based Numeracy Education Program on first-grade students' numeracy skills using a quasi-experimental design. A total of 44 students (23 in the experimental group, 21 in the control group) were assessed with a modified "Number Sense Screener" (NSS) over a 12-week intervention. The experimental group engaged in interactive Web 2.0-based learning, while the control group followed the standard curriculum. Statistical analyses, including the Wilcoxon Signed-Rank Test and Mann-Whitney U Test, revealed significant improvements in numerical comparison, number identification, nonverbal calculation, word problem-solving, and number combinations (p < 0.05) with moderate to high effect sizes. However, no significant gains were observed in counting skills (p > 0.05), suggesting the need for refined pedagogical strategies to enhance foundational numerical fluency. These findings underscore the potential of Web 2.0 technologies in fostering early numeracy development and advocate for their systematic integration into mathematics curricula. Future research should explore large-scale implementation, long-term effects, and teacher training models to maximize the educational benefits of Web 2.0 technology. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475654 |
| Database: | ERIC |
| Abstract: | Despite the increasing integration of technology in early childhood education, empirical research on the effectiveness of Web 2.0-based numeracy learning remains limited, particularly in developing countries. This study investigates the impact of a Web 2.0-based Numeracy Education Program on first-grade students' numeracy skills using a quasi-experimental design. A total of 44 students (23 in the experimental group, 21 in the control group) were assessed with a modified "Number Sense Screener" (NSS) over a 12-week intervention. The experimental group engaged in interactive Web 2.0-based learning, while the control group followed the standard curriculum. Statistical analyses, including the Wilcoxon Signed-Rank Test and Mann-Whitney U Test, revealed significant improvements in numerical comparison, number identification, nonverbal calculation, word problem-solving, and number combinations (p < 0.05) with moderate to high effect sizes. However, no significant gains were observed in counting skills (p > 0.05), suggesting the need for refined pedagogical strategies to enhance foundational numerical fluency. These findings underscore the potential of Web 2.0 technologies in fostering early numeracy development and advocate for their systematic integration into mathematics curricula. Future research should explore large-scale implementation, long-term effects, and teacher training models to maximize the educational benefits of Web 2.0 technology. |
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| ISSN: | 2147-611X |
