Abstract
<p style="text-align: justify;">This study presented the effect of interactive mathematics (IM) software assisted-teaching on primary three learners' conceptual understanding and performance. The cognitive theory of multimedia learning (CTML) supported the quasi-experimental design of this study drawing on IM software features that fit a multimedia tool for effective learning. This study used a sample of 138 lower primary learners. Learners’ test scores and examples of their work provided data to be analyzed. Learners' conceptual understanding was measured using the percentage of learners who performed a particular item and analyzed using sample learners' work while the overall performance was measured using the mean class scores. From the data analysis, IM-assisted teaching influenced conceptual understanding and performance based on a .05 p-value, the effect size of significance, and learning gains. The analysis of learners’ workings revealed different errors in addition, subtraction, division, and multiplication, which were remarkably reduced in the post-test by IM-supported teaching. This evidenced conceptual understanding development by IM-supported teaching. The study suggested the integration of IM in the Rwandan Competence-Based curriculum and its use as an instructional tool in teaching and learning mathematics at the primary level. Besides, it was recommended that Rwanda Education Board support teachers in developing basic computer skills to effectively create and monitor a multimedia learning environment for effective learning. Furthermore, further similar research would improve the literature about interactive technologies in supporting quality mathematics delivery and outcomes.</p>
Publisher
Eurasian Society of Educational Research
Reference35 articles.
1. Amit, A., & Amia, A. (2020). Case-based games learning strategies to improve conceptual understanding in mathematics. Journal of Physics: Conference Series, 1663, Article 012060. https://doi.org/10.1088/1742-6596/1663/1/012060
2. Andamon, J. C., & Tan, D. A. (2018). Conceptual understanding , attitude and performance in mathematics of grade 7 students. International Scientific & Technology Research, 7(8), 96-105. https://bit.ly/3kXS8CR
3. Bethell, G. (2016). Mathematics education in sub-Saharan Africa : Status, challenges, and opportunities (Worldbank report: ACS19117). https://doi.org/10.1596/25289
4. Dwyer, L. M. O., Wang, Y., & Shields, K. A. (2015). Teaching for conceptual understanding : A cross-national comparison of the relationship between teachers' instructional practices and student achievement in mathematics. Large-Scale Assessments in Education, 3, Article 1. https://doi.org/10.1186/s40536-014-0011-6
5. Ernest, P., Skovsmose, O., van Bendegem, J. P., Bicudo, M., Miarka, R., Kvasz, L., & Moeller, R. (2016). The philosophy of mathematics education. Springer. https://doi.org/10.1007/978-3-319-40569-8