Abstract
The vast development and expansion of educational technology has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. However, a field that still holds a great deal of interest and needs to be strengthened concerns the practices that surround mathematics education. Digital learning tools can provide a partial solution to this problem. In this study, we introduce a curriculum-driven digital practicing tool which accommodates diverse learning styles and educational needs. The representative sample of the pilot included 135 third-grade primary school students, randomly split in two groups, who participated in the 8-week experiment. The findings suggest that the digital practicing path can facilitate the development of subject mastery and increase the accuracy of arithmetic fact calculations. In addition, the use of learning analytics tools can facilitate the knowledge acquisition process and prevent learners from developing misconceptions toward the learning subject.
Highlights
Background and Related WorkThe accelerating pace at which information and communications technology (ICT) has advanced over the past few decades has affected many aspects of our society with almost immediate effects (Grabe & Grabe, 2007)
Another inadequacy concerns the lack of personalized learning strategies and, the provision of support to those individuals who are in need
A proposed solution to mitigate the aforementioned issues considers the embodiment of ICT applications in the traditional classroom (Drigas et al, 2014; Ghavifekr et al, 2012)
Summary
Background and Related WorkThe accelerating pace at which ICT has advanced over the past few decades has affected many aspects of our society with almost immediate effects (Grabe & Grabe, 2007). Old fashioned, teacher-dependent techniques—which are still dominant in many educational systems—with the inadequacy of the curriculum to facilitate the development of subject mastery and literacy in a coherent, consistent, and progressive manner (Contreras, 2014; Daniel, 2017; Maaß & Artigue, 2013; Ozdamli et al, 2013). Another inadequacy concerns the lack of personalized learning strategies and, the provision of support to those individuals who are in need. A proposed solution to mitigate the aforementioned issues considers the embodiment of ICT applications in the traditional classroom (Drigas et al, 2014; Ghavifekr et al, 2012)
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