Does the use of Information and Communication Technology through the use of Realistic Mathematics Education help kindergarten students to enhance their effectiveness in addition and subtraction?

Abstract

Summary. The purpose of this research is to answer the question if and how information and communications technology (ICT) combined with the Realistic Mathematics Education (RME) helps kindergarten students to enhance their effectiveness in addition and subtraction. Our research compares the level of mathematical competence of the students taught using our ICT oriented learning method which specifically takes advantage of Realistic Mathematics Education (RME) for the concepts of addition and subtraction, as opposed to traditional teaching methodology. The study dealt with kindergarten students in the city of Rethymno. The students were divided into two groups (experimental and control) during the school year 2012-13. The experimental group consisted of 165 students who were taught addition and subtraction with the support of computers and RME. There were 170 students in the control group who were not exposed to the computer oriented curriculum. Students in both groups were pre-tested and posttested for their mathematical achievement. The educational software consisted of math activities designed on the principles of Realistic Mathematics Education for the domain of addition and subtraction. The results of the research supported a positive correlation between kindergarten children's early numeracy competence based on Realistic Mathematics Education and the integration of computers in teaching and learning addition and subtraction.

Einsatz einer App zur mathematischen Frühförderung - Effekte auf die Entwicklung mathematischer Basiskompetenzen

“…Ergänzend zu analogen Lernumgebungen, Spielideen und Vorschlägen für die Förderung mathematischer Basiskompetenzen wurden in den letzten Jahren immer häufiger Angebote für digitale Medien entwickelt, eingesetzt und evaluiert (Attard, 2016;Clements & Sarama, 2007Ladel & Dimartino, 2014;Lange & Meaney, 2013;Lembrér & Meaney, 2016;Moyer-Packenham, Litster, Bullock & Shumway, 2018;Papadakis, Kalogiannakis & Zaranis, 2018;Sarama & Clements, 2004;Walter, 2018;Wittmann & Müller, 2014;Zaranis, 2017;Zaranis, Kalogiannakis & Papadakis, 2013;Zaranis & Valla, 2017). Seit der explosionsartigen Verbreitung mobiler Endgeräte werden diese auch für den vorschulischen Bereich entdeckt und nehmen insbesondere in diesem Kontext häufig bereits einen höheren Stellenwert ein als der traditionelle Desktop- Computer (vgl.…”

“…Diese und weitere Ergebnisse (Mason & Bruning, 2001;Musch, 1999) Calder, 2015;Milman, Carlson-Bancroft & Boogart, 2014;Moyer-Packenham et al, 2016). Zwei weitere empirische Studien der griechischen Forschergruppe fokussieren auf Addition und Subtraktion einerseits (Zaranis, 2017) und auf Zählen und Rechnen andererseits (Zaranis & Valla, 2017) und stellen jeweils positive Korrelationen zwischen der mathematischen Kompetenzentwicklung und der Integration der eingesetzten digitalen Aufgabenformate fest.…”

Design of Mathematics Student Worksheet based on Realistic Mathematics Education Approach to Improving the Mathematical Communication Ability Students of Class VII Junior High School in Indonesia

“…Found in this study is the difference in student achievement of learning by using RME with conventional [16]. The survey results found that students taught based on models of addition and subtraction using RME-based ICT had a significant overall improvement in mathematics compared with students taught using traditional teaching [17]. Students in Vietnam are believed to learn mathematical ideas through contextual problem-solving.…”

Η Διδασκαλία Του Πολλαπλασιασμού Και Της Διαίρεσης Στην Προσχολική Εκπαίδευση Με Τη Βοήθεια ΤΠΕ, Βασισμένη Στα Ρεαλιστικά Μαθηματικά

“…Όσον αφορά την αφαίρεση οι Wood, Resnick & Groen (1975) Πρόσφατη μελέτη για τη διδασκαλία της πρόσθεσης και της αφαίρεσης έχει δείξει ότι η χρήση έξυπνων κινητών συσκευών και υπολογιστών είναι πιο αποτελεσματική και βελτιώνει τις επιδόσεις των παιδιών στις αντίστοιχες πράξεις σε σχέση με την παραδοσιακή διδασκαλία (Zaranis, 2017).…”