Browsing by Subject "Mathematics learning"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Open Access
    Aprendizaje de las matemáticas mediante el ordenador en Educación Primaria
    (Universidad de Murcia. Servicio de Publicaciones, 2014-01-31) Santiago Etxeberría, Karlos; Etxeberria Murgiondo, Juan; Lukas Mujika, Jose Francisco
    This article is about the implementation and use of ICT as a means of learning in Primary Education. In order to enhance mathematics learning, the Ikastolas organism from the Basque Country (cooperative of private and state-subsidised schools) developed the Ikasys Programme with the purpose of integrating computers in the learning of mathematics. This paper briefly describes the contents of the Ikasys Programme, and outlines the results of research undertaken to date on this area. Methodological complementarity with quantitative and qualitative procedures was used to assess the programme. Students in all levels participating in the programme (2nd, 4th and 6th grade) achieved better results that those not involved in the programme. There was, however, variation in terms of the competencies assessed.
  • Thumbnail Image
    Publication
    Open Access
    Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs
    (Mondestum, 2016-12-01) Cascales Martínez, Antonia; Martínez Segura, María José; Pérez López, David; Contero, Manuel; Métodos de Investigación y Diagnóstico en Educación
    The main objective of this research is to determine the feasibility of using a multi touch tabletop system for applied mathematics learning in primary education with students with special needs (SEN). The instructional content designed on the tabletop focuses on understanding and managing money, coins, and banknotes. The study also analyzes the impact of this technology on students’ motivation. The tabletop system was used in a real educational setting, where we compared the learning experience of the students before and after using the tabletop. The evaluation method focused on three elements: the increase of knowledge, the relationship between the acquired learning depending on the educational level and the type of educational needs, and the student’s satisfaction and motivation after using the tabletop. Our results reveal that the tabletop is a feasible technology that can be successfully applied in special educational needs contexts.