dc.contributor.author |
Volk M. |
|
dc.contributor.author |
Cotič M. |
|
dc.contributor.author |
Zajc M. |
|
dc.contributor.author |
Istenic Starcic A. |
|
dc.date.accessioned |
2018-04-05T07:09:20Z |
|
dc.date.available |
2018-04-05T07:09:20Z |
|
dc.date.issued |
2017 |
|
dc.identifier.issn |
0360-1315 |
|
dc.identifier.uri |
http://dspace.kpfu.ru/xmlui/handle/net/129668 |
|
dc.description.abstract |
© 2017 Elsevier Ltd This study examined the impact of tablet-based cross-curricular maths activities on the acquisition of higher-order learning outcomes over seven months in twelve third grade classrooms in Slovenia. In the experimental group (N = 124), classroom practice included tablet-based cross-curricular maths activities with post-participation testing to identify the effect on learning outcomes, and observations were conducted to identify the affordance and ergonomic characteristics of tablets for student learning. In the control group (N = 135) maths was taught as a discrete subject with traditional paper and pencil technology using manipulation of concrete objects. Groups were matched with respect to gender, ownership of a tablet computer and previous knowledge and understanding of maths. The instructional design of process-outcome strategies incorporated Bruner's (1966) three stage process with learning outcomes in the cognitive, affective-social and psychomotor domains. The affordance of tablet-based cross-curricular apps was examined with respect to domains of learning and ergonomics. The findings indicate that the tablet supported group had better outcomes, with a small effect size for conceptual knowledge (r = 0.10) and medium effect size for procedural knowledge (r = 0.33) and problem-solving abilities (r = 0.30). The authors therefore argue for the introduction of tablets in schools because their multi-sensory human-computer touch interaction provides interactive manipulatives supporting transition between representations on the concrete, visual and abstract level. The authors concluded that in cross-curricular maths teaching, tablets offers efficient use of resources from different subjects and multiple representations which facilitate learning outcomes in the cognitive, affective-social and psychomotor learning domains. |
|
dc.relation.ispartofseries |
Computers and Education |
|
dc.subject |
Applications in mathematical education |
|
dc.subject |
Elementary education |
|
dc.subject |
Ergonomics |
|
dc.subject |
Interactive learning environments |
|
dc.subject |
Representations |
|
dc.title |
Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes |
|
dc.type |
Article |
|
dc.relation.ispartofseries-volume |
114 |
|
dc.collection |
Публикации сотрудников КФУ |
|
dc.relation.startpage |
1 |
|
dc.source.id |
SCOPUS03601315-2017-114-SID85021074136 |
|