Abstract

The main objective of this research is to determine the feasibility of using a multi touch tabletop system for applied mathematics learning in primary education with students with special needs (SEN). The instructional content designed on the tabletop focuses on understanding and managing money, coins, and banknotes. The study also analyzes the impact of this technology on students' motivation. The tabletop system was used in a real educational setting, where we compared the learning experience of the students before and after using the tabletop. The evaluation method focused on three elements: the increase of knowledge, the relationship between the acquired learning depending on the educational level and the type of educational needs, and the student's satisfaction and motivation after using the tabletop. Our results reveal that the tabletop is a feasible technology that can be successfully applied in special educational needs contexts.

Citation

Cascales-Martínez, A., Martínez-Segura, M.J., Pérez-López, D. & Contero, M. (2017). Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs. EURASIA Journal of Mathematics, Science & Technology Education, 13(2), 355-380. Retrieved August 5, 2024 from https://www.learntechlib.org/p/194113/.

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Keywords

• case studies
• Comparative Analysis
• Control Groups
• Foreign Countries
• interaction
• Manipulative Materials
• Mathematical Concepts
• mathematics education
• Mathematics Instruction
• Pretests Posttests
• Primary Education
• Quasiexperimental Design
• Questionnaires
• special education
• Special Needs Students
• Statistical Analysis
• student motivation
• Technology Uses in Education