کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
4936913 1434540 2017 16 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Closing the gap: Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children
ترجمه فارسی عنوان
تعویق شکاف: اثربخشی مداخله قرص برای حمایت از توسعه مهارت های اولیه ریاضی در دانش آموزان ابتدایی انگلستان
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
چکیده انگلیسی


- 4 studies evaluating tablet-technology maths intervention in early primary school.
- Strong immediate and sustained maths learning gains following intervention.
- Low-achieving students benefitted particularly from the individualised tuition.
- Child's first language and socio-economic status did not affect learning gains.
- Intervention helps reduce cognitive demands for children with weak memory skills.

The efficacy of a hand-held tablet technology intervention with learner-centred interactive software aimed at supporting the development of early maths skills was evaluated in four studies conducted in three UK primary schools. Immediate and sustained gains in mathematics were determined by comparing maths performance before, immediately after, and 5-months after the intervention. The impact of the child's first language, socio-economic status and basic cognitive skills (non-verbal intelligence, memory, processing speed and receptive vocabulary) on learning gains was also explored. In total, 133 pupils aged 4-7 years took part. Class teachers implemented the maths intervention for a specified period of time. Results showed significant immediate and sustained learning gains following the intervention, particularly for children identified as low-achievers. No significant effect of child's first language or socio-economic status was found but children with weaker memory skills demonstrated stronger learning gains. Overall, these findings indicate that tablet technology can provide a form of individualised effective support for early maths development, when software is age appropriate and grounded in a well-designed curriculum. Apps that incorporate repetitive and interactive features might help to reduce cognitive task demands, which could be particularly beneficial to low-achievers and could help to close the gap in early maths attainment from the start of primary school.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 108, May 2017, Pages 43-58
نویسندگان
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