| ORIGINAL ARTICLE |
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| Year : 2015 | Volume
: 2
| Issue : 3 | Page : 79-87 |
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Early math learning with tablet PCs: The role of action
Peter J.N. Dejonckheere1, Ad W Smitsman2, Annemie Desoete3, Birgit Haeck1, Kimberly Ghyselinck1, Kevin Hillaert1, Katleen Coppenolle1
1 Teacher Department, University College of Vives, Tielt, Belgium
2 Department of Developmental Psychology, Radboud University, Nijmegen, The Netherlands
3 Department of Clinical and Health Psychology, Ghent University, Gent, Belgium
Correspondence Address:
Peter J.N. Dejonckheere
VIVES, Beernegemstraat 10, 8700 Tielt
Belgium
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/2395-2555.190477
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Context: The present study is about computer assisted learning (CAI) and how it facilitates early math learning in 4-6-year-old children. Aim: Trying to demonstrate how changes in estimation accuracy are a result of different behavioral or action organizations during playing with a numerical board game on a tablet PC. Settings and Design: A pre-posttest design and a training intervention was used. Statistical Analysis Used: In order to measure childrens' estimation accuracy (N = 179), the percent absolute error scores were calculated and compared in a pretest and a posttest. Further, each child's best fitting linear function (Rlin) was computed in order to find out whether children handled numbers in a linear way. Materials and Methods: A number line estimation task with a 0-10 interval was used in both the pretest and the posttest. For the intervention training, each child received a tablet computer and could play on a digital number line for four 15-min sessions. Children's hand and finger movements were manipulated during instruction in different conditions: Freely jumping or pointing. Results : Children's estimation accuracy increased after playing with the digital number line. However, the way in which behavior was organized during the training period resulted in different accuracy performances. Conclusions: These results show that minor changes in the behavioral system can lead to significantly different learning gains and that numerical knowledge is embodied in the system the child mobilizes. |
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