Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)

Yeung, Wing-Leung; Ng, Oi-Lam

doi:10.1016/j.compedu.2023.104881

Computers & Education

2023

DOI: 10.1016/j.compedu.2023.104881

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Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)

Wing-Leung Yeung,

Oi-Lam Ng

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Cited by 3 publications

References 70 publications

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Enhancing functional thinking in grade 5–6 students through a dynamic mathematics intervention program

Pittalis,

Sproesser,

Demosthenous

et al. 2024

Educ Inf Technol

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The aim of this study was to develop, implement, and evaluate an intervention program focusing on developing Grade 5 and 6 students’ functional thinking. The innovative aspect lies in addressing simultaneously various aspects of function—input–output, covariation, correspondence, and object— in terms of manipulating tasks that involve functional relationships. The program adopts promising design principles, including an inquiry-based approach, engaging students in embodied dynamic mathematics learning environments, and making connections to real-world situations. A sample of 104 students took part in the program. The results showed a significant improvement in students’ performance related to functional thinking between the pre- and post-tests. Grade 5 students’ mean value improved from 0.29 to 0.58 and Grade 6 students from 0.37 to 0.60, respectively. Analysis indicated that students with varying performance potential in developing functional thinking are likely to be significantly affected by the program. Regression analysis showed that students’ gender as well as mathematics- and functions-related self-concept and interest did not serve as predictive factors of students’ gain score magnitude. Students' progression goes along with a significant shift in strategies used. While the dominant strategies in the pre-test relied on recursive and single variation, in the post-test, students moved to covariational and correspondence approaches. The findings indicate that upper primary school students are capable of grappling abstract facets of functions. This underscores the potential effectiveness of targeted interventions that adopt innovative design principles, particularly in light of the limitations of conventional curricula in adequately preparing students to explore functional relationships across diverse contexts.

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Enhancing functional thinking in grade 5–6 students through a dynamic mathematics intervention program

Pittalis,

Sproesser,

Demosthenous

et al. 2024

Educ Inf Technol

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Dragging but not tapping promotes preschoolers’ numerical estimating with touchscreens

Wu,

Cao,

Nielsen

et al. 2024

Journal of Experimental Child Psychology

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O ensino da matemática com apoio das Tecnologias da Informação e da Comunicação (TIC): cenário atual e perspectivas no âmbito do metaverso

Rabello,

Bernardino Junior

2023

Cuad. Ed. Desar.

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Muitos alunos apresentam dificuldades na disciplina de matemática. Um caminho para que essas dificuldades sejam amenizadas está em abordar conteúdos matemáticos por meio do uso de tecnologias da informação e da comunicação (TIC). O presente artigo aborda o ensino da matemática com apoio das tecnologias da informação e da comunicação, tais como computadores, notebooks, tablets, celulares, câmeras de vídeo e ambientes virtuais de aprendizagem. Os trabalhos contemplados neste estudo, de modo geral, apresentam aplicativos, tais como jogos, tecnologias digitais de suporte a docentes e discentes, tais como videoaulas, bem como instrumentos tecnológicos, tais como caneta digital e lentes para uso da técnica eye-tracking, com a finalidade de contribuir para o ensino da matemática, visando minimizar as dificuldades dos discentes, e despertar seu interesse e motivação durante o processo de ensino e aprendizagem. Este artigo apresenta, ainda, perspectivas para o ensino da matemática à luz do metaverso.

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Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)

Cited by 3 publications

References 70 publications

Enhancing functional thinking in grade 5–6 students through a dynamic mathematics intervention program

Enhancing functional thinking in grade 5–6 students through a dynamic mathematics intervention program

Dragging but not tapping promotes preschoolers’ numerical estimating with touchscreens

O ensino da matemática com apoio das Tecnologias da Informação e da Comunicação (TIC): cenário atual e perspectivas no âmbito do metaverso

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