Exploring the Use of Mathematics Apps for Elementary School Students
PROCEEDING
Robin Kay, UOIT, Canada ; Sharon Lauricella, University of Ontario Institute of Technology, Canada
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Previous research on the use of apps in elementary school classrooms has employed general measures of attitude and learning performance to assess overall tablet use. This study uses a reliable, validated metric for attitude and content-based learning performance measures based on Bloom’s revised taxonomy (Anderson and Krathwohl, 2001) to examine the use of mathematics apps. Based on survey and open-ended responses from 127 grade 4 to 6 students, the majority of students rated the design, engagement and learning value of apps highly. Additionally, learning performance improved significantly for remembering (61% increase), understanding (21% increase) and application (23% increase) knowledge categories. Key app features identified as helping learning included providing important details, efficiency, clarity, and guiding questions. Problem areas for apps included confusing instructions or explanations and inappropriate difficulty levels.
Citation
Kay, R. & Lauricella, S. (2018). Exploring the Use of Mathematics Apps for Elementary School Students. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 206-211). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2023 from https://www.learntechlib.org/primary/p/184198/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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