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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
Language: English
Authors: Dwi Yulianto (ORCID 0000-0002-1143-2146), Moh Rizal Umami (ORCID 0009-0008-9076-4368), Yusup Junaedi (ORCID 0000-0002-5138-2374), Syahrul Anwar (ORCID 0000-0001-9822-0498), Egi Adha Juniawan (ORCID 0009-0003-0190-6605), Tantri Mega Sanjaya (ORCID 0009-0002-3560-5037)
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
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  Data: Empowering Early Math Education: The Role of Web 2.0 Tools in Improving Counting Skills in Early Learners
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  Data: 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&#39; 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 &quot;Number Sense Screener&quot; (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 &lt; 0.05) with moderate to high effect sizes. However, no significant gains were observed in counting skills (p &gt; 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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  Data: 2025
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 872
    Subjects:
      – SubjectFull: Web 2.0 Technologies
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Numeracy
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Indonesia
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      – TitleFull: Empowering Early Math Education: The Role of Web 2.0 Tools in Improving Counting Skills in Early Learners
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