| More

Does the use of Information and Communication Technology through the use of Realistic Mathematics Education help kindergarten students to enhance their effectiveness in addition and subtraction?

Views: 742 Downloads: 2321
Nicholas Zaranis
Nicholas Zaranis

Abstract


The purpose of this research is to answer the question if and how information and communications technology (ICT) combined with the Realistic Mathematics Education (RME) helps kindergarten students to enhance their effectiveness in addition and subtraction. Our research compares the level of mathematical competence of the students taught using our ICT oriented learning method which specifically takes advantage of Realistic Mathematics Education (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The study dealt with kindergarten students in the city of Crete Rethymno, who were divided into two groups (experimental and control) during the school year 2012-13. The experimental group consisted of 165 students who were taught addition and subtraction with the support of computers and RME. There were 170 students in the control group which were not exposed to the computer oriented curriculum. Students in both groups were pre-tested and post-tested for their mathematical achievement. The educational software consisted of math activities, designed following the background of realistic mathematics education and more specifically that of the learning teaching trajectory for the domain of addition and subtraction. The results of the research support a positive correlation between kindergarten children’s early numeracy competence and the integration of computers in teaching and learning addition and subtraction based on Realistic Mathematics Education.

Keywords


Information and Communication Technology (ICT), Realistic Mathematics Education (RME), addition, subtraction, kindergarten

Full Text:

PDF

References


Clements, D. H. (2002). Computers in Early Childhood Mathematics. Contemporary Issues in Early Childhood, 3 (2), 160-181.

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

Dimakos, G., & Zaranis, N. (2010). The influence of the Geometer's Sketchpad on the Geometry Achievement of Greek School Students. The Teaching of Mathematics, 13 (2), 113-124.

Dina, A.–T., & Ciornei, S.-I. (2013). The Advantages and Disadvantages of Computer Assisted Language Learning and Teaching for Foreign Languages. Procedia - Social and Behavioral Sciences, 76, 248-252.

Dissanayake, S.N., Karunananda, A. S., & Lekamge, G. D. (2007). Use of Computer Technology for the teaching of primary school mathematics. OUSL Journal, 4, 33-52.

Dwyer, J. (2007). Computer-based Learning in a primary school: Differences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education, 35 (1), 89-103. doi:10.1080/13598660601111307

Fisher, T., Denning, T., Higgins, C., & Loveless, A. (2012). Teachers' knowing how to use technology: exploring a conceptual framework for purposeful learning activity. Curriculum Journal, 23 (3), 307-325. doi: 10.1080/09585176.2012.703492

Freudenthal, H. (1973). Mathematics as an educational task. Holland: D. Reidel Publishing Company.

Ginsburg, H. P., & Baroogy, A. J. (2003). Test of Early Mathematics Ability, third Edition. Austin, Texas: PRO-ED Inc.

Howie, S., & Blignaut, A. S. (2009). South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools. Educ Inf Technol, 14, 345–363. doi: 10.1007/s10639-009-9105-0

Ihmedieh, F. (2010). The role of computer technology in teaching reading and writing: Early childhood teachers’ beliefs and practices. Journal of Research in Childhood Education, 24 (1), 60-79.

Judge, S. (2005). The impact of computer technology on academic achievement of young African American children. Journal of Research in Childhood Education, 20 (2), 91-101.

Keong, C. C., Horani, S., & Daniel, J. (2005). A Study on the Use of ICT in Mathematics Teaching. Malaysian Online Journal of Instructional Technology, (MOJIT) 2(3), 43-51.

Kroesbergen, E. H., Van de Rijt, B. A. M., & Van Luit, J. E. H. (2007). Working memory and early mathematics: Possibilities for early identification of mathematics learning disabilities. Advances in Learning and Behavioral Disabilities, 20, 1–19.

Lee, Y. (2009). Pre-K Children’s Interaction with Educational Software Programs: An Observation of Capabilities and Levels of Engagement. Journal of Educational Multimedia and Hypermedia, 18 (3), 289-309.

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.

McKenney, S., & Voogt, J. (2009). Designing technology for emergent literacy: the pictopal initiative. Computers and Education, 52, 719–729.

Pallant, J. (2001). SPSS survival manual. Buckingham, UK: Open University Press.

Sáinz, M. & Eccles, J. (2012). Self-concept of computer and math ability: Gender implications across time and within ICT studies. Journal of Vocational Behavior, 80, 486–499.

Sampayo-Vargas, S. et al. (2014). The effectiveness of adaptive difficulty adjustments on students’ motivation and learning in an educational computer game. Computers and Education, 69, 452–462.

Starkey, P., A. Klein, & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, Elsevier 19, 99–120.

Treffers, A. (1987). Three dimensions. A model of goal and theory description in mathematics instruction – the Wiskobas project. Dordrecht, the Netherlands: Reidel Publishing Company.

Trouche, L., & Drijvers, P. (2010). Handheld technology for mathematics education: flashback into the future. ZDM: The International Journal on Mathematics Education, 42 (7), 667-681. doi: 10.1007/s11858-010-0269-2

Trundle, K. C., & Bell, R. L. (2010). The use of a computer simulation to promote conceptual change: A quasi-experimental study. Computers and Education, 54 (4), 1078–1088.

Vale, C. & Leder, G. (2004). Student views of computer-based mathematics in the middle years: does gender make a difference? Educational Studies in Mathematics, 56, 287–312.

Van den Heuvel-Panhuizen, M. (2001). Realistic Mathematics Education as Work in Progress. In Common Sense in Mathematics Education, Proceedings of 2001, the Netherlands and Taiwan Conference on Mathematics Education, ed. F. L. Lin (pp. 1-40). Taipei, Taiwan, 19 – 23 November 2001.

Van den Heuvel-Panhuizen, M., & Buys, K. (2008). Young children learn measurement and geometry. A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school. Rotterdam /Tapei: Sense Publishers.

Walcott, C. et al. (2009). Making sense of shape: An analysis of children’s written responses, Journal of Mathematical Behavior, 28, 30–40.

Zaranis, N. (2011). The influence of ICT on the numeracy achievement of Greek kindergarten children, In Proceedings of the 61st International Council for Educational Media and the XIII International Symposium on Computers in Education (ICEM&SIIE'2011) Joint Conference, ed. A. Moreira, et al. (pp. 390-399). University of Aveiro, Portugal, 28-30 September 2011.

Zaranis, N. (2014). The use of ICT in kindergarten for teaching addition based on realistic mathematics education. Educ Inf Technol, 19 (2), 1-18. doi:10.1007/s10639-014-9342-8

Zaranis, N., & Oikonomidis, V. (2009). ICT in Preschool Education. Athens: Grigoris Publications (Text in Greek).


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.