An Evaluation of Interactive Tabletops in Elementary Mathematics Education

Autor/inn/en	Jackson, Alexander T.; Brummel, Bradley J.; Pollet, Cody L.; Greer, David D.
Titel	An Evaluation of Interactive Tabletops in Elementary Mathematics Education
Quelle	In: Educational Technology Research and Development, 61 (2013) 2, S.311-332 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-013-9287-4
Schlagwörter	Computer Interfaces; Educational Technology; Instructional Effectiveness; Student Attitudes; Elementary School Students; Mathematics Education; Gender Differences; Mathematics Achievement; Cooperative Learning; Interaction; Technology Integration; Computer Software Evaluation; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Unterrichtserfolg; Schülerverhalten; Mathematische Bildung; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kooperatives Lernen; Interaktion; Softwareanalyse; Computer based training; Computerunterstützter Unterricht
Abstract	This research examined the effect that a relatively new Computer Supported Collaborative Learning (CSCL) device, specifically an interactive tabletop, has on elementary students' attitudes toward collaborative technologies, mathematical achievement, and the gender gap in mathematics. Prior research has shown many positive effects of CSCL technologies on mathematics education, such as increased math performance and an increased interest in math. Further, previous research has shown inconsistent results regarding gender differences in mathematics and has not examined the effect that CSCL technology has on the gender gap. Therefore, the effects of interactive tabletops on math performance, attitudes, and gender differences were examined. This study was conducted using a sample of 53 elementary students. The technology was brought to the classroom twice each week for an entire academic semester. To obtain a more accurate understanding of the influence of the CSCL technology, both self-report data and performance data were collected. Specifically, changes in students' attitudes and reactions and changes in cognitive learning were measured. The results show that students learn and react favorably towards interactive tabletops. Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10