Spreadsheets as cognitive tools: A study of the impact of spreadsheets on problem solving of math story problems

Lavidas, Kostas; Komis, Vasilis; Gialamas, Vasilis

doi:10.1007/s10639-011-9174-8

Cited by 10 publications

(12 citation statements)

References 21 publications

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“…As pointed out by Lavidas, Komis, & Gialamas (2012), many times children surpass adults in their modern technological knowledge even before attending kindergarten. Hertzog and Klein (2005) define a distinct line between the current generation of children and their parents.…”

Section: Ict and Children As "Ilearners"mentioning

confidence: 99%

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis¹,

Kalogiannakis²,

Papadakis³

2013

141

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New ICT tools allow children to take advantage of new learning platforms as well aiding them effectively in attaining new knowledge through activities related to their immediate interests and real life scenarios. Nowadays, computers and digital applications are a part of the daily life of children. In kindergarten education, properly designed digital educational activities can become a very powerful educational tool for efficient and effective learning. The utilization of interactive activities may contribute towards the growth of learning incentives as well as proper mental development in particular areas; such as mathematics and science. Mobile devices have new attractive features and provide considerable advantages in the teaching of mathematics in kindergarten education. Our study proposes the integration of mobile devices, running our own specially designed learning activity applications, in kindergarten classrooms. These applications are based on the three levels of Realistic Mathematics Education (RME) targeting fundamental mathematical concepts for the kindergarten level. We intend to gather information on effectiveness of the incorporation of these devices and applications as leaning tools for kindergarteners.

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Section: Ict and Children As "Ilearners"mentioning

confidence: 99%

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis¹,

Kalogiannakis²,

Papadakis³

2013

141

View full text Add to dashboard Cite

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“…Young children have described as "digital natives" since they grow up in the digital world (Prensky, 2001) or "iLearners" as digital devices such as smartphones and tablet computers dominate their daily lives in Western societies from the age of 6 months (Prensky, 2010). Since 2012, Lavidas et al (2012) pointed out that children surpass adults in their modern technological knowledge before attending kindergarten.…”

Section: Introductionmentioning

confidence: 99%

Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten

Papadakis¹,

Kalogiannakis²,

Zaranis³

2021

Adv Mobile Learn Educ Res

102

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Nowadays, smart mobile devices such as tablets and accompanying applications (apps) are a part of young children's daily lives. In kindergarten education, properly designed digital educational activities can become a potent educational tool for efficient and effective learning. These tools allow children to take advantage of new learning platforms and effectively reach new knowledge through activities related to their immediate interests and real-life scenarios in learning domains, such as mathematics. At the Department of Preschool Education, University of Crete, systematic research was carried out in the last years to investigate whether there are compelling benefits to using tablet-type devices in preschool education to implement teaching reform proposals to implement the Realistic Mathematical Education in kindergarten classrooms. The findings propose mobile devices' integration, running developmentally appropriate apps, in kindergarten classrooms. These apps were based on the three levels of Realistic Mathematics Education (RME), targeting fundamental mathematical concepts for the kindergarten level.

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“…In fact, the daily use of the Google search engine with mobile devices provides solutions to information problems (Lavidas et al, 2020;Lavidas, Komis, Gialamas, 2013;Parissi et al, 2019). Regarding the problems faced by students in the educational utilization of their mobile devices, the majority of them stated that the most important problem is that in many classes there is no wi-fi coverage and even if wi-fi is provided, the speed is very slow, followed by the lack of suitable applications to support learning and teaching (Alzubi & Singh, 2017).…”

Section: Stronglymentioning

confidence: 99%

Investigating practices and perceptions of higher education students concerning the utilization of mobile devices in their studies

Lavidas

Athanassopoulos

Priovolou³

et al. 2020

Ανοικτή Εκπαίδευση

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Learning through the use of mobile or portable devices (Mobile Learning or mlearning), is the type of learning that takes place at any time and geographical location and is supported by a device that simulates computer-like functions. Researches about the use of smartphones and tablets in higher education have studied the effectiveness of mobile devices in learning. Other researches have focused on the percentage of students owning and using smartphones and tablets for academic purposes, as well as on problems or barriers recognized by them in the use of mobile devices, during their studies. Although mobile devices play an active role in both daily life and learning process, research data on higher education in Greece, so far, is limited. Through this research we look forward to enhancing the debate on the use of mobile devices as learning tool and during the educational process in higher education. The present study investigates views of students from the University of Patras on the educational utilization of mobile devices. For this purpose, a questionnaire was created through the GoogleForms online application and was administrated from April to May 2018. This study involved 98 students from various schools, Humanities and Social Sciences (49%), Engineering (19.4%), Economics & Business (15.6%), Natural Sciences (9.2%) and Health Sciences (6.8%). Regarding the use and availability of mobile devices (smartphones/ tablets), we deduced that almost all students possess a smartphone. It is a fact that we have passed from the era of tablets and laptops to the era of smartphones, bearing in mind that the capabilities of the latter are at least similar to those of tablets and many computers. Regarding the applications most frequently used on their smartphone or tablet to support their studies, students stated that they mainly use PDF reader, email, Facebook, learning management systems such as eclass and google. The above http://epublishing.ekt.gr | e

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Spreadsheets as cognitive tools: A study of the impact of spreadsheets on problem solving of math story problems

Cited by 10 publications

References 21 publications

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten

Investigating practices and perceptions of higher education students concerning the utilization of mobile devices in their studies

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