Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis, Nicholas; Kalogiannakis, Michail; Papadakis, Stamatios

doi:10.4236/ce.2013.47a1001

Cited by 141 publications

(75 citation statements)

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“…Characteristics such as increased portability, functionality, various multimedia capabilities, social interactivity, personalization, etc. that enable the implementation of a broader range of teaching strategies, make tablets attractive from an educational perspective (Zaranis et al, 2013). The findings are consistent with various international studies which find that using tablets is beneficial in kindergarten as they require minimal training, eliminate the disadvantages of handling additional material and increase children's motivation to learn.…”

Section: Discussionsupporting

confidence: 86%

“…For Kucirkova (2014) tablets have three novel features with the potential to make a positive difference in early education: iPads are portable and light-weight, they eliminate the need for separate input devices (such as mouse and keyboard) and thirdly, they are specifically designed to accommodate a number of apps, many of which have a child friendly intuitive design. Concerning the pedagogical use of tablets in early childhood education, recent studies have concluded that tablets may have the potential to act as a valuable tool for educational use, especially in learning mathematical concepts (Pitchford, 2014;Shuler, Levine, & Ree, 2012;Zaranis et al, 2013). The regular use of tablets brings about significant learning gains to young children in areas such as arithmetic, recognition of numbers and formation of digits (Chiong & Shuler, 2010).…”

Section: Ict and Teaching Mathematics Concepts In Early Yearsmentioning

confidence: 99%

“…Recently, with the rapid insertion of smart mobile devices in the lives of young children in the form of mobile phones and tablets (OECD, 2015;Rideout, 2014), the debate and scientific research has extended to the use of these digital technologies in early childhood education (Zaranis, Kalogiannakis, & Papadakis, 2013). A growing body of research indicates that tablets offer innovative opportunities and appreciable improvements in student mathematical achievement, even in preschool education (Judge, Floyd, & Jeffs, 2015;Neumann & Neumann, 2014;Ting, 2013;Verenikina & Kervin, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

Papadakis¹,

Kalogiannakis²,

Zaranis³

2016

Ppej

Self Cite

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Summary. The present study investigates and compares the influence of using computers and tablets in the development of mathematical competence in early childhood education. To implement the survey we conducted a 14-week intervention, which included one experimental and one control group. Children in both groups were taught mathematics as per the Greek curriculum for early childhood education, using either the same educational software which, depending on the group, running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that teaching with tablets compared to teaching with computers contributed significantly to the development of children's mathematical ability. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children.

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Section: Discussionsupporting

confidence: 86%

Section: Ict and Teaching Mathematics Concepts In Early Yearsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

Papadakis¹,

Kalogiannakis²,

Zaranis³

2016

Ppej

Self Cite

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“…Our results agree with the results of other similar studies showing the positive outcomes of a computer-based model of teaching mathematical concepts (Dimakos & Zaranis, 2010;Howie & Blignaut, 2009;Starkey, Klein, & Wakeley, 2004;Papadakis et al, 2016b;Trouche & Drijvers 2010;Zaranis et al, 2013). Therefore, the fourth research question was also answered positively.…”

Section: Discussionsupporting

confidence: 92%

“…Specifically, studies have shown that computers support the development of certain skills in children's memory, problem solving, language and mathematics (Ihmedieh, 2010;Judge, 2005;Kroesbergen, Van de Rijt, & Van Luit, 2007;Walcott et al 2009;Zaranis, Kalogiannakis, & Papadakis, 2013). Indeed, ICT can play a key role in achieving the objectives of the kindergarten curriculum, if supported by appropriate software applications embedded in proper educational scenarios (Dwyer 2007;Fisher, Denning, Higgins, & Loveless, 2012;Lee, 2009;Zaranis, 2014).…”

Section: Introductionmentioning

confidence: 99%

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?

Zaranis

2017

Ppej

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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.

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Screen Time and Autism Spectrum Disorder

Ophir,

Rosenberg,

Tikochinski

et al. 2023

JAMA Netw Open

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ImportanceContemporary studies raise concerns regarding the implications of excessive screen time on the development of autism spectrum disorder (ASD). However, the existing literature consists of mixed and unquantified findings.ObjectiveTo conduct a systematic review and meta-analyis of the association between screen time and ASD.Data SourcesA search was conducted in the PubMed, PsycNET, and ProQuest Dissertation &amp; Theses Global databases for studies published up to May 1, 2023.Study SelectionThe search was conducted independently by 2 authors. Included studies comprised empirical, peer-reviewed articles or dissertations published in English with statistics from which relevant effect sizes could be calculated. Discrepancies were resolved by consensus.Data Extraction and SynthesisThis study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) reporting guideline. Two authors independently coded all titles and abstracts, reviewed full-text articles against the inclusion and exclusion criteria, and resolved all discrepancies by consensus. Effect sizes were transformed into log odds ratios (ORs) and analyzed using a random-effects meta-analysis and mixed-effects meta-regression. Study quality was assessed using the Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) approach. Publication bias was tested via the Egger z test for funnel plot asymmetry. Data analysis was performed in June 2023.Main Outcomes and MeasuresThe 2 main variables of interest in this study were screen time and ASD. Screen time was defined as hours of screen use per day or per week, and ASD was defined as an ASD clinical diagnosis (yes or no) or ASD symptoms. The meta-regression considered screen type (ie, general use of screens, television, video games, computers, smartphones, and social media), age group (children vs adults or heterogenous age groups), and type of ASD measure (clinical diagnosis vs ASD symptoms).ResultsOf the 4682 records identified, 46 studies with a total of 562 131 participants met the inclusion criteria. The studies were observational (5 were longitudinal and 41 were cross-sectional) and included 66 relevant effect sizes. The meta-analysis resulted in a positive summary effect size (log OR, 0.54 [95% CI, 0.34 to 0.74]). A trim-and-fill correction for a significant publication bias (Egger z = 2.15; P = .03) resulted in a substantially decreased and nonsignificant effect size (log OR, 0.22 [95% CI, −0.004 to 0.44]). The meta-regression results suggested that the positive summary effect size was only significant in studies targeting general screen use (β [SE] = 0.73 [0.34]; t58 = 2.10; P = .03). This effect size was most dominant in studies of children (log OR, 0.98 [95% CI, 0.66 to 1.29]). Interestingly, a negative summary effect size was observed in studies investigating associations between social media and ASD (log OR, −1.24 [95% CI, −1.51 to −0.96]).Conclusions and RelevanceThe findings of this systematic review and meta-analysis suggest that the proclaimed association between screen use and ASD is not sufficiently supported in the existing literature. Although excessive screen use may pose developmental risks, the mixed findings, the small effect sizes (especially when considering the observed publication bias), and the correlational nature of the available research require further scientific investigation. These findings also do not rule out the complementary hypothesis that children with ASD may prioritize screen activities to avoid social challenges.

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Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Cited by 141 publications

References 50 publications

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

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?

Screen Time and Autism Spectrum Disorder

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