The effect of concrete and technology-assisted learning tools on place value concept, achievement in mathematics and arithmetic performance

Abstract

The purpose of this study is to examine the effects of concrete and technology-assisted learning tools on developing the conception of place value, mathematical achievement and arithmetical performance of primary school 4th graders. The study group was comprised of three different primary schools. There were no group differences prior to intervention based on the scores obtained from “Place Value Test”, “Mathematics Achievement Test” “Arithmetic Performance Test”. The study has been conducted over 8 class hours with two experimental and a control group. Results showed that; place value conception, mathematical achievement and arithmetic performance achievement of experimental groups using concrete (trial 1) and technology-assisted (trial 2) learning tools was higher than the control group where no intervention has been made. No significant difference has been observed between the "Place Value Test" and “Mathematics Achievement Test” post-test and retention test score averages of Trial 1 and Trial 2 groups, but there was a significant difference between trial groups and control group. According to the retention test results, obtained three weeks after the practice, all the groups did remember what has been taught to them. In this sense, it is deemed to be important to use effectively designed teaching tools in mathematics education to improve the achievement levels of students.