Do Math Apps Help Elementary School Students? It Depends PROCEEDING
Robin Kay, Jasmin Kwak, UOIT, Canada
EdMedia: World Conference on Educational Media and Technology, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Many reports indicate that students have difficulty in mathematics (e.g., Carr, 2012; Hinton, 2014;). Some evidence suggests that technology can help (Boogart et al., 2014; Riconscente, 2013). This study investigated how the use of mathematics apps in a grade 2/3 mathematics class impact student attitudes and academic performance. Five apps were carefully selected based on set pedagogical criteria. Twenty students (11 males, 9 females) participated. The results indicated the importance of focusing on specific qualities of mathematics apps rather than on the tablet itself. Overall, students rated apps as relatively easy to use, engaging, and helped them to learn. The extent to which math apps supported learning was influenced by usability, differentiation, multiple opportunities to practice, positive and useful feedback, and exposure to suitably challenging tasks. Students’ mathematics performance increased significantly over a five-week period.
Kay, R. & Kwak, J. (2017). Do Math Apps Help Elementary School Students? It Depends. In J. Johnston (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 27-32). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
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