Impact of educational software use in correlation with students’ math performance
Abstract
Information and Communication Technology (ICT) offers the opportunity for a rigorous approach of math concepts, by activating more senses and increasing at the same time the motivation for learning. However, appropriate adjustments of both the content and the teaching practice are required. These adjustments ensure a framework for the utilization of ICT. The research presented here is a quantitative empirical study on the performance of sixth-grade students after the use of math educational software. The random sample, consisting of 42 students, and was drawn from the sixth-grade class of a public school. The software was used for 20 hours, to teach fractions to groups of four or five children at the computer classroom. Before and after the use of the software, the students took a test consisting of exercises on fractions. The results showed that after the use of math educational software, there was an improvement in the results of the mathematics test.
References
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UNESCO (2012). ICT in Primary Education. Exploring the origins, settings and initiatives. http://iite.unesco.org/pics/publications/en/files/3214707.pdf
Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2011). Elementary and middle school mathematics: Teaching developmentally (3rd Can. ed.). Toronto: Pearson.
Wachob, P. (2011). Critical Friendship Circles: the cultural challenge of cool feedback. Professional Development in Education, 37(3), 353-372. https://doi.org/10.1080/19415257.2010.537064
Walsh, G., McGuinness, C., Sproule, L. & Trew, K. (2010). Implementing a play-based and developmentally appropriate curriculum in NI primary schools:what lessons have we learned? Early Years: An International Research Journal, 30(1), 53-66. https://doi.org/10.1080/09575140903442994
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Behar, A., & Mishra, P. (2016). ICTs in schools: Why focusing policy and resources on educators, not children, will improve educational outcomes. In S. Dutta, T. Geiger & B. Lanvin (Eds.), The Global Information Technology Report 2015: ICTs for Inclusive Growth (pp. 73-78). Geneva: The World Economic Forum & INSEAD. Retrieved from http://www3.weforum.org/docs/WEF_Global_IT_Report_2015.pdf.
Beschorner, B. & Hutchison, A. (2013). iPads as a literacy teaching tool in early childhood. International Journal of Education in Mathematics, Science and Technology, 1(1), 16-24.
Blikstein, P. (2013). Digital Fabrication and ’Making’ in Education: The Democratization of Invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of Machines, Makers and Inventors (p. 203-221). Bielefeld: Transcript Publishers.
Burns, M. (2001). Teaching arithmetic: Lessons for introducing fractions. Sausalito, CA: Math Solutions.
Comi, S., Argentin, G., Gui, M., Origo, F. & Pagani, L. (2017). Is it the way they use it? Teacher, ICT and student achievement. Economics of Education Review, 56, 24-39. https://doi.org/10.1016/j.econedurev.2016.11.007
Fleischer, H. (2012). What is our current understanding of one-to-one computer projects: A systematic narrative research review. Educational Research Review, 7(2), 107-122. https://doi.org/10.1016/j.edurev.2011.11.004
Gerard, L. F., Matuk, C. F., McElhaney, K. W., & Linn, M. C. (2015). Automated, adaptive guidance for K-12 education. Educational Research Review, 15, 41–58. https://doi.org/10.1016/j.edurev.2015.04.001
Goodwin, A. L. (2012). Teaching as a profession: Are we there yet? In C. Day (Ed.), The Routledge International Handbook of Teacher and School Development (pp. 44-56). Abingdon, UK: Taylor & Francis.
Gurbin, T. (2015). Metacognition and Technology Adoption: Exploring Influences. Procedia - Social and Behavioral Sciences, 191, 1576-1582, https://doi.org/10.1016/j.sbspro.2015.04.608
Haelermans C. (2017). Digital Tools in Education: On Usage, Effects and the Role of the Teacher. Stockholm: SNS Förlag. Retrieved from https://www.sns.se/wp-content/uploads/2017/10/digital-tools-in-education.pdf.
Hirsh-Pasek, K., Zosh, J., Golinkoff, R., Gray, J., Robb, M., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons From the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
Jigyel, K. & Afamasaga-Fuata'i, K. (2007). Students' Conceptions of Models of Fractions and Equivalence. Australian Mathematics Teacher, 63 (4), 17-25.
Kori, K., Pedaste, M., Leijen, Ä., & Mäeots, .M. (2014). Supporting reflection in technology-enhanced learning. Educational Research Review, 11, 45-55. https://doi.org/10.1016/j.edurev.2013.11.003
Li, Y. & Ranieri, M. (2010). Are ‘digital natives’ really digitally competent? —A study on Chinese teenagers. British Journal of Educational Technology, 41(6),1029-1042. https://doi.org/10.1111/j.1467-8535.2009.01053.x
Lewandowski, K., Sperry, S., Ongur D., Cohen, B., Lesley, N., & Keshavan, M. (2016). Cognitive remediation versus active computer control in bipolar disorder with psychosis: study protocol for a randomized controlled trial. BMC, 17(1), 136-156. https://doi.org/10.1186/s13063-016-1275-7
Lavy, I., & Shriki, A. (2010). Engaging in problem-posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge. Journal of Mathematical Behavior, 29(1), 11-24. https://doi.org/10.1016/j.jmathb.2009.12.002
Mack, N. K. (1990). Learning fractions with understanding: Building on informal knowledge. Journal for Research in Mathematics Education, 21(1), 16-32. https://doi.org/10.2307/749454
OECD (2015a). New approach needed to deliver on technology’s potential in schools. Paris: OECD Publishing.
OECD (2015b). Students, Computers and Learning: Making the Connection. Paris: OECD Publishing.
OECD (2016). Education at a Glance 2016: OECD Indicators. Paris: OECD Publishing.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books, Inc.
Papert, S. (1993). The Children's Machine: Rethinking School in the Age of the Computer. New York: Basic Books, Inc.
Peterson, A., Dumont, H., Lafuente, M., & Law, N. (2018). Understanding innovative pedagogies: Key themes to analyse new approaches to teaching and learning. https://doi.org/10.1787/9f843a6e-en.
Prieto, C. M., Palma, L. O., Tobías, B.P.J., & León, F.J.M. (2019). Student Assessment of the Use of Kahoot in the Learning Process of Science and Mathematics. Education Sciences, 9(1), 55. https://doi.org/10.3390/educsci9010055
Reys, B.J., Kim, O., & Bay, J.M. (1999). Establishing fraction benchmarks. Mathematics. Teaching in the Middle School, 4(8), 530-532.
Ruthven, K. & Hennessy, S. (2002). A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning. Educational Studies in Mathematics, 49 (1), 47-88. Retrieved from https://www.educ.cam.ac.uk/research/projects/istl/WP021.pdf.
Sharp, J. M., Garofalo, J., & Adams, B. (2002). Children’s development of meaningful fraction algorithms: A kid’s cookies and a puppy’s pills. In B. Litwiller, & G. Bright (Eds.), Making sense of fractions, ratios and proportions (pp. 18-28). Virginia: National Council of Teachers of Mathematics.
Sevari, K. & Falahi, M. (2018). The Effectiveness of Math Educational Software on Creativity and Academic Performance. Psychology & Behavioral Science International Journal, 8(4). Retrieved from https://juniperpublishers.com/pbsij/PBSIJ.MS.ID.555741.php
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44(3), 343-355. https://doi.org/10.1016/j.compedu.2004.04.003
Sommerville, I. (2011). SOFTWARE ENGINEERING (9th Ed.). https://www.academia.edu/7994405/Software_Engineering_9th_edition_I._Sommerville_Pearson_2011_BBS
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275. http://dx.doi.org/10.1016/j.compedu.2015.11.008
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361
UNESCO (2012). ICT in Primary Education. Exploring the origins, settings and initiatives. http://iite.unesco.org/pics/publications/en/files/3214707.pdf
Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2011). Elementary and middle school mathematics: Teaching developmentally (3rd Can. ed.). Toronto: Pearson.
Wachob, P. (2011). Critical Friendship Circles: the cultural challenge of cool feedback. Professional Development in Education, 37(3), 353-372. https://doi.org/10.1080/19415257.2010.537064
Walsh, G., McGuinness, C., Sproule, L. & Trew, K. (2010). Implementing a play-based and developmentally appropriate curriculum in NI primary schools:what lessons have we learned? Early Years: An International Research Journal, 30(1), 53-66. https://doi.org/10.1080/09575140903442994
Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis. Review of Educational Research, 86(4), 1052–1084. https://doi.org/10.3102/0034654316628645
Authors
[1]
“Impact of educational software use in correlation with students’ math performance”, Soc. sci. humanities j., vol. 3, no. 10, pp. 1535–1551, Oct. 2019, Accessed: Apr. 02, 2025. [Online]. Available: https://sshjournal.com/index.php/sshj/article/view/467
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