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

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dc.contributor.author Sarı, Mehmet Hayri
dc.contributor.author Aydoğdu, Şeyhmus
dc.date.accessioned 2021-07-08T08:24:54Z
dc.date.available 2021-07-08T08:24:54Z
dc.date.issued 2020-01-01
dc.identifier.uri http://hdl.handle.net/20.500.11787/3724
dc.description.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. tr_TR
dc.language.iso eng tr_TR
dc.rights info:eu-repo/semantics/openAccess tr_TR
dc.subject Arithmetic performance tr_TR
dc.subject Concrete tools tr_TR
dc.subject Digital material tr_TR
dc.subject Mathematics achievement tr_TR
dc.title The effect of concrete and technology-assisted learning tools on place value concept, achievement in mathematics and arithmetic performance tr_TR
dc.type article tr_TR
dc.relation.journal International Journal of Curriculum and Instruction tr_TR
dc.contributor.department Nevşehir Hacı Bektaş Veli Üniversitesi/eğitim fakültesi/temel eğitim bölümü/sınıf eğitimi anabilim dalı tr_TR
dc.contributor.authorID 103243 tr_TR
dc.identifier.volume 12 tr_TR
dc.identifier.issue 1 tr_TR
dc.identifier.startpage 197 tr_TR
dc.identifier.endpage 224 tr_TR


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