An evaluation of interactive tabletops in elementary mathematics education
An evaluation of interactive tabletops in elementary mathematics education
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交互式桌面在基础数学教育中的评价
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
David Greer
中科院分区：
文献类型：
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作者：
A. Jackson;Bradley J. Brummel;Cody L. Pollet;David Greer
本研究考察了一种相对较新的计算机支持协作学习（CSCL）设备，特别是交互式桌面，对小学生对协作技术、数学成就和数学性别差距的态度的影响。以往的研究表明，CSCL技术对数学教育有许多积极的影响，如提高数学成绩和提高数学兴趣。此外，先前的研究显示数学性别差异的结果不一致，并且没有检查CSCL技术对性别差距的影响。因此，互动式桌面对数学成绩、态度和性别差异的影响被检验。本研究以53名小学生为研究对象。在整个学期中，这项技术每周两次被带到教室。为了更准确地了解CSCL技术的影响，我们收集了自我报告数据和绩效数据。具体而言，测量了学生态度和反应的变化以及认知学习的变化。结果表明，学生对交互式桌面学习和反应良好。讨论了对未来研究的启示。
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.
影响因子：
22.4
作者：
Lindberg SM;Hyde JS;Petersen JL;Linn MC
通讯作者：
Linn MC