Using Interactive Software to Teach Foundational Mathematical Skills

Autor/inn/en	Lysenko, Larysa; Rosenfield, Steven; Dedic, Helena; Savard, Annie; Idan, Einat; Abrami, Philip C.; Wade, C. Anne; Naffi, Nadia
Titel	Using Interactive Software to Teach Foundational Mathematical Skills
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 15 (2016), S.19-34 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Mathematics Skills; Computer Software; Numeracy; Technology Uses in Education; Mathematics Instruction; Grade 1; Grade 2; Mathematics Achievement; Foreign Countries; Mathematical Concepts; Mathematics Tests; Pretests Posttests; Elementary School Mathematics; Computer Uses in Education; Standardized Tests; Control Groups; Quasiexperimental Design; Canada + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics sikills; Mathematical ability; Ausland; Elementare Mathematik; Schulmathematik; Computernutzung; Standadised tests; Standardisierter Test; Kanada
Abstract	The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, "Number Concept," was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total, 234 grade one students from 12 classes participated in the two-group post-test study that lasted about seven weeks and for which students in the experimental group used ELM for about 30 minutes weekly. The results for the final sample of 186 students showed that ELM students scored higher on the standardized math test (Canadian Achievement Test, 2008) and reported less boredom and lower anxiety as measured on the Academic Emotions Questionnaire than their peers in the control group. This short duration pilot study of one ELM theme holds great promise for ELM's continued development. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEIIP/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01