Analyzing the use of mathematics apps in elementary school classrooms
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Abstract
Limited research has been conducted on the use of mathematics apps in elementary school environments. The purpose of this study was to examine student (n=127) and teacher (n=6) attitudes toward the use of constructive-based, mathematics apps in grades 4 to 6 and to explore what factors influence learning performance. Students rated the design and engagement value of mathematics apps high, and the learning value moderately high. Teachers were neutral about app design but rated the engagement and learning value high. Student learning performance increased significantly after using mathematics apps for remembering, understanding, applications and analysis-based tasks. Student gender, ability, attitudes, and age had no significant impact on student learning performance. On the other hand, teacher gender and strategies had a significant impact on student learning performance. Students scored 13% higher with female teachers, 24% higher when students used apps in pairs, and 21% lower with a teacher-led strategy.
Keywords: mobile apps, mathematics, elementary school, attitudes, learning performance
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