Technology and Early Mathematics Skills: Effectiveness of I Love Math with Robots

Autor/inn/en	Emen-Parlatan, Meltem; Ördek-Inceoglu, Seval; Gürgah-Ogul, Irem; Aslan, Durmus
Titel	Technology and Early Mathematics Skills: Effectiveness of I Love Math with Robots
Quelle	In: Journal of Educational Research, 116 (2023) 2, S.90-99 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Emen-Parlatan, Meltem) ORCID (Ördek-Inceoglu, Seval) ORCID (Gürgah-Ogul, Irem) ORCID (Aslan, Durmus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2023.2203092
Schlagwörter	Educational Technology; Mathematics Instruction; Student Attitudes; Positive Attitudes; Robotics; Preschool Children; Early Childhood Education; Program Effectiveness; Mathematics Achievement; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Robotertechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Türkei
Abstract	Technological tools facilitate mathematical learning and make children love mathematics, thanks to their structures and ways of working. In this context, educational robots appear as a very attractive alternative. Studies show that the use of these devices provides positive cognitive outcomes. This research aimed to investigate the effect of using robotic devices on the early math skills of preschool children. Participants consisted of 24 children aged between 50-68 months. In the study, quasi-experimental model was used. Children in the experimental group attended the 8-week "I Love Math with Robots" designed by the researchers whereas those in the control group engaged in activities without technologic robots including the same objectives. Early math skills of children in both groups were assessed individually before and after the intervention. The results indicated that changes in math scores of children in the experimental group were significantly different from those in the control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01