What is it about?
The purpose of this study was to Meta-analyze the empirical evidence of the effectiveness of ICTs assisted teaching on preschool children’s mathematical achievement. A systematic search of English-writing, peer-reviewed, and randomized controlled studies was conducted. There were 19 studies in which 3,900 participants met the study selection criteria.
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Why is it important?
The results showed that ICTs had a positive and medium effect on young children’s mathematics achievement (SMD=0.673), especially on reasoning (SMD=0.642) and numeracy (SMD=0.641) achievement. Under different moderating variables, such as ICTs devices type and experiment period, the effect of ICTs on preschoolers’ mathematical achievement was different. Touch screen ICTs devices (SMD=0.834) and experimental periods of less than 4 weeks (SMD=0.769) had high effect levels. According to different mathematics teaching content, flexibly choose and use ICTs devices, and adjust the teaching period of ICTs using to improve the effect of mathematics teaching and children’s mathematics achievement.
Perspectives
ICTs can be considered an appropriate tool based on young children’s mathematical achievement. According to the data of this study, ICTs has a higher positive effect on young children’s reasoning and numeracy achievement, compared with geometry, which has almost no effect. Finally, the study found evidence that touch-screen ICTs devices have a high effect on children’s mathematical achievement, and ICTs assisted teaching within 4 weeks or more than 16 weeks is more beneficial to young children’s mathematical achievement.The results of this study may provide reference for the educational practice of ICTs in the early learning of mathematics for preschool children.
Cong Liu
University of Malaya
Read the Original
This page is a summary of: Evidence of Using of ICTs on Mathematics Achievement for Preschool Children: A Meta-analysis, July 2022, ACM (Association for Computing Machinery),
DOI: 10.1145/3551708.3551754.
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