Technology in K‐12 Mathematics Classrooms

Özel, Serkan; Yetkiner, Z. Ebrar; Capraro, Robert M.

doi:10.1111/j.1949-8594.2008.tb17807.x

Cited by 34 publications

(26 citation statements)

References 14 publications

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“…An intentional focus on mathematics in the elementary years would be necessary to ensure students' foundational mathematics understanding and to increase students' mathematics achievement (Ozel, Yetkiner & Capraro, 2008;Sarama & Clements, 2009).…”

Section: Introductionmentioning

confidence: 99%

Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Carr

2012

JITE:Research

103

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After 10 years of No Child Left Behind standards-focused education, mathematics scores have improved only marginally for elementary-aged students. Students who developed a solid conceptual mathematics foundation at the elementary level succeeded later in higher-level mathematics courses; thus, educators have sought ways to increase mathematics achievement, especially among elementary school students. Educators have utilized advances in technology with gamebased learning applications and wireless Internet access to create exciting interactive learning opportunities for students that may translate into student achievement. The purpose of this quantitative, quasi-experimental study was to examine the effects of iPad use as a 1-to-1 (1:1) computing device on 5th-grade students' mathematics achievement in two rural Virginia elementary schools. A nonequivalent groups pretest and posttest design was used with 104 fifth-grade students. For one academic quarter of nine weeks, the experimental group used iPads as 1:1 computing devices daily during mathematics class while the control group members did not. A pretest was administered before the iPad intervention and a posttest was administered after the iPad intervention. The change from pretest to posttest was not significantly different between the two groups as measured by a one-way repeated measures analysis of variance. Recommendations for future study include increasing the intervention duration, using additional participants, collecting qualitative data, and providing students with continuous 24-hour, seven-day-a-week iPad access.

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Section: Introductionmentioning

confidence: 99%

Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Carr

2012

JITE:Research

103

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“…Statistical analysis of the attitude survey revealed statistically significant differences between Online-Tools and No-Tool classes for affective engagement subscale on 95% confidence level. Although there have been limited number of studies about the effects of using online tools on student attitude (Li and Ma, 2010), especially in the field of mathematics (Spradlin, 2009); the reviewed studies report improvement in student attitude when students used online tools (Garcia & Romero, 2009;Nguyen, YiChuan, & Allen, 2006;Ozel et al, 2008;Pierce et al, 2007). In those studies, some online technologies were used; but not necessarily for communication and collaboration purposes.…”

Section: Discussionmentioning

confidence: 99%

“…The research methods were mostly quantitative. For example, Ozel, Yetkiner, and Capraro (2008) examined the use of different technologies in mathematics in the K-12 level and the authors reported improvement in student attitudes and improved engagement with mathematics among the positive effects of technology integration. Another collaborative study between a secondary school teacher and a university professor also reported improvement in student attitudes as a result of using technology in mathematics classes as well (Garcia & Romero, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…For example, Ozel, Yetkiner, and Capraro (2008) examined the use of different technologies in mathematics in the K-12 level; like calculators, immediate response devices, computers, and Web-based applications. The authors report improvement in student attitudes toward learning, higher achievement and conceptual understanding, and improved engagement with mathematics among the positive effects of technology integration.…”

Section: Effects Of Technology Use On Student Attitudes In the Domainmentioning

confidence: 99%

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An Exploration of Student Attitudes towards Online Communication and Collaboration in Mathematics and Technology

Avcı¹,

Keene²,

McClaren³

et al. 2015

IOJES

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The idea of using online tools in face-to-face mathematics instruction aims to enhance student attitudes by providing more challenging problem-solving and knowledge-building platforms with more time and space flexibility. This study, which is a part of a large comprehensive study, was completed with four high school classes of two teachers. The data was collected through student and teacher interviews, teacher reflections, and the Mathematics and Technology Attitude Survey (Pierce, Stacey, and Barkatsas, 2007). Each teacher had two classes. One of each teacher's classes was assigned as the Online-Tools class that was introduced and had access to online communication and collaboration tools; and the other class was assigned as the No-Tools class that was not introduced any online technologies. Statistical analysis of the attitude survey revealed significant differences between Online-Tools and No-Tools classes for the affective engagement subscale on 95% confidence level. For the other subscales there were some variations on the minimum, maximum, mean values and the standard deviations from pre-and post-survey; even if the difference between the overall mean values for the Online-Tools and No-Tool classes was not statistically significant. Based on the student interviews, the majority of the students had positive attitudes towards the online tools, Voice Thread and the Google Documents, and using them in their mathematics class; and they had increased appreciation to mathematics as a field.

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“…Using technology in the mathematics classroom supports different teaching and learning strategies and objectives (Ozel, Yetkiner, & Capraro, 2008). The use of games fosters mathematical learning and encourages students' mathematical processes (Su, Marinas, & Furner, 2010).…”

Section: Mathematics Achievement Using Interactive Gamesmentioning

confidence: 99%

Digital Faces on the Cloud

Jones¹

2012

E-Learning-Organizational Infrastructure and Tools for Specific Areas

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Technology in K‐12 Mathematics Classrooms

Cited by 34 publications

References 14 publications

Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

An Exploration of Student Attitudes towards Online Communication and Collaboration in Mathematics and Technology

Digital Faces on the Cloud

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