An evaluation of interactive tabletops in elementary mathematics education

AV communication review - Tập 61 - Trang 311-332 - 2013
Alexander T. Jackson1, Bradley J. Brummel2, Cody L. Pollet3, David D. Greer4
1Kansas State University, Manhattan, USA
2Department of Psychology, The University of Tulsa, Tulsa, USA
3The Institute for Information Security, The University of Tulsa, Bartlesville, USA
4The Institute for Information Security, The University of Tulsa, Tulsa, USA

Tóm tắt

This research examined the effect that a relatively new Computer Supported Collaborative Learning (CSCL) device, specifically an interactive tabletop, has on elementary students’ attitudes toward collaborative technologies, mathematical achievement, and the gender gap in mathematics. Prior research has shown many positive effects of CSCL technologies on mathematics education, such as increased math performance and an increased interest in math. Further, previous research has shown inconsistent results regarding gender differences in mathematics and has not examined the effect that CSCL technology has on the gender gap. Therefore, the effects of interactive tabletops on math performance, attitudes, and gender differences were examined. This study was conducted using a sample of 53 elementary students. The technology was brought to the classroom twice each week for an entire academic semester. To obtain a more accurate understanding of the influence of the CSCL technology, both self-report data and performance data were collected. Specifically, changes in students’ attitudes and reactions and changes in cognitive learning were measured. The results show that students learn and react favorably towards interactive tabletops. Implications for future research are discussed.

Tài liệu tham khảo

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