| More

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

Views: 1841 Downloads: 1972
Stamatis Papadakis, Michail Kalogiannakis (http://orcid.org/0000-0002-9124-2245), Nicholas Zaranis
Stamatis Papadakis, Michail Kalogiannakis, Nicholas Zaranis


The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the group, were 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 comparatively to teaching with computers has contributed significantly to the development of children’s mathematical ability to a greater extent. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children.

Λέξεις κλειδιά

tablets; computers; early childhood education; mathematical competence

Πλήρες Κείμενο:

PDF (English)


Aunola, K., Leskinen, E., Lerkkanen, M., &Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96, 699-713.

Beschorner, B., & Hutchison, A. (2013). iPads as a literacy teaching tool in early childhood. International Journal of Education in Mathematics, Science and Technology, 1, 16-24.

Biancarosa, G., & Griffiths, G. G. (2012). Technology tools to support reading in the digital age. The Future of Children, 22, 139-160.

Carr, J. (2012). Does math achievement h’APP’en when iPads and game-based learning are incorporated into fifth-grade mathematics instruction? Journal of Information Technology Education: Research, 11, 269-286.

Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame Workshop.

Clements, D. H. (2002). Computers in early childhood mathematics. Contemporary Issues in Early Childhood, 3, 160-181.

Clements, D. H., & Sarama, J. (2003). Young children and technology: What does the research say? Young Children, 58, 34-40.

Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38, 136-163.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.

Cordes, C., & Miller, E. (2000). Fool’s gold: A critical look at children and computers. College Park, MD: The Alliance for Childhood.

Couse, L. J., & Chen, D. W. (2010). A Tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43, 75-98.

Falloon, G. (2013). Young students using iPads: App design and content influences on their learning pathways. Computers & Education, 68, 505-521.

Ginsburg, H. P., & Baroody, A. J. (2003). Test of early mathematics ability (3rd ed.). Austin TX: Pro-Ed.

Guernsey, L. (2012). Can your preschooler learn anything from an iPad App? Retrieved

December 20, 2015, from http://goo.gl/en6Bme.

Haugland, S. W. (1999): What role should technology play in young children’s learning? Part 1. Young Children, 54, 26–31.

Jordan, N. C., Kaplan, D., Nabors Oláh, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153–175.

Judge, S., Floyd, K., & Jeffs, T. (2015). Using mobile media devices and apps to promote young children’s learning. In K. Heider, M. Renck-Jalongo (Eds.), Young children and families in the information age. Educating the young child (pp. 117-131). Netherlands: Springer ‘

Kafousi, S., & Skoumpourdi, C. (2008). Ta mathimatika ton paidion 4-6 eton. Arithmoi kai xoros [The mathematics of children 4-6 years old. Numbers and space]. Athens: Patakis Publications.

Kerckaert, St., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23, 183-199.

Kornilaki, K., & Nunes, T. (2005). Generalising principles in spite of procedural differences: Children’s understanding of division. Cognitive Development, 20, 388-406.

Koustourakis, G., Zacharos, K., & Papadimitriou, K. (2013). Teaching pre-school mathematics and influences by the kindergarten school social context: A preliminary study. Review Of Science, Mathematics And ICT Education, 8, 81-99.

Kucirkova, N. (2014). iPads in early education: separating assumptions and evidence. Frontiers in Psychology, 5, 715.

Lieberman, D. A., Bates, C. H., & So, J. (2009). Young children's learning with digital media. Computers in the Schools, 26, 271-283.

Liu, N. S. H. (2013). iPad infuse creativity in solid geometry teaching. Turkish Online Journal of Education Technology, 12, 177-192.

Mango, O. (2015). Ipad use and student engagement in the classroom. The Turkish Online Journal of Educational Technology, 14, 53-57.

Manolitsis, G., Georgiou G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692-703.

McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. YC Young Children, 67, 14-24.

Murray, O. T., & Olcese, N. R. (2011). Teaching and learning with iPads, ready or not? TechTrends, 55, 42-48.

Neumann, M. M., & Neumann, D. L. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42, 231-239.

Nunes, T., & Bryant, P. (1996). Children doing mathematics. Oxford: Wiley-Blackwell.

Nunes, T., Bryant, P., & Watson, A. (2009). Key understandings in mathematics learning. London: Nuffield Foundation.

OECD (2013). Trends shaping education 2013. OECD Publishing, Paris.

OECD (2015). Students, computers and learning: Making the connection, PISA. OECD Publishing, Paris.

Panagiotakopoulos, C. T., Sarris, M. E., & Koleza, E. G. (2013). Playing with numbers: development issues and evaluation results of a computer game for primary school students. In T. Sobh, & K. Elleithy (Eds.), Emerging trends in computing, informatics, systems sciences, and engineering (Vol. 151, pp. 263-275). New York: Springer.

Papadakis, St., Kalogiannakis, M., & Zaranis, N. (2016). Improving mathematics teaching in kindergarten with realistic mathematical education. Early Childhood Education Journal, First-on-line article, DOI 10.1007/s10643-015-0768-4.

Pegrum, M., Oakley, G., & Faulkner, R. (2013). Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. Australasian Journal of Educational Technology, 29, 66-81.

Peirce, N. (2013). Digital game-based learning for early childhood. A state of the art report. Dublin, Ireland: Learnovate Centre.

Pitchford, N. (2014). Unlocking talent: Evaluation of a tablet-based masamu intervention in a Malawian primary school. University of Nottingham Report: United Kingdom. Retrieved January 12, 2016, from https://onebillion.org.uk/downloads/unlocking-talent-final-report.pdf

Rideout, V. J. (2014). Learning at home: Families’ educational media use in America. A report of the families and media project. New York: The Joan Ganz Cooney Center at Sesame Workshop.

Risconscente, M. (2012). Mobile learning games improves 5th graders’ fraction knowledge and attitudes. Los Angeles CA: GameDesk Institute.

Sarama, J., & Clements, D. H. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 181-189.

Sarama, J., & Clements, D. H. (2006). Mathematics, young students, and computers: Software, teaching strategies and professional development. The Mathematics Educator, 9, 112-134.

Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research. Learning trajectories for young children. London: Routledge.

Shuler, C., Levine, Z., & Ree, J. (2012). iLearn II: An analysis of the education category of Apple’s app store. New York: The Joan Ganz Cooney Center at Sesame Workshop.

Siraj-Blatchford, J., & Whitebread, D. (2003). Supporting information and communication technology in the early years. Berkshire UK: Open University Press.

Ting, Y. L. (2013). Using mobile technologies to create interwoven learning interactions: An intuitive design and its evaluation. Computers and Education, 60, 1-13.

Tzekaki, M. (2007). Mikra paidia, megala mathimatika noimata [Small kids, great mathematical meanings]. Athens: Gutenberg.

Verenikina, I., & Kervin, L. (2011). iPads, digital play and pre-schoolers. He Kupu, 2, 4-19.

Xenofontos, C. (2014). The cultural dimensions of prospective mathematics teachers’ beliefs: Insights from Cyprus and England. Preschool & Primary Education, 2, 3-16.

Yelland, N. (2005). The future is now: A review of the literature on the use of computers in early childhood education (1994-2004). AACE Journal, 13, 201-232.

Zacharos, K. (2007). Oi mathimatikes ennoies sthn prosxoliki ekpaideysi kai h didaskalia tous [The mathematical concepts in preschool education and their teaching]. Athens: Metaixmio.

Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using mobile devices for teaching realistic mathematics in kindergarten education. Creative Education, 4, 1-10.

Zevenbergen, R., & Logan, H. (2008). Computer use by preschool children: Rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood, 33, 37-44.

Εισερχόμενη Αναφορά

  • Δεν υπάρχουν προς το παρόν εισερχόμενες αναφορές.

Creative Commons License
Η χρήση του περιεχομένου καθορίζεται από την άδεια Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.