id: 06646827
dt: j
an: 2016f.01435
au: Sokolowski, Andrzej; Li, Yeping; Willson, Victor
ti: The effects of using exploratory computerized environments in grades 1 to 8
mathematics: a meta-analysis of research.
so: Int. J. STEM Educ. 2, No. 1, Paper No. 8, 17 p., electronic only (2015).
py: 2015
pu: Springer (SpringerOpen), Berlin/Heidelberg
la: EN
cc: U72 U73 D52 D53 F92 F93
ut: meta-analysis; problem solving; explorations; computers; student
achievement
ci:
li: doi:10.1186/s40594-015-0022-z
ab: Summary: Background: The process of problem solving is difficult for
students; thus, mathematics educators have made multiple attempts to
seek ways of making this process more accessible to learners. The
purpose of this study was to examine the effect size statistic of
utilizing exploratory computerized environments (ECEs) to support the
process of word problem solving and exploration in grades 1 to 8
mathematics using meta-analysis.{ }Results: The findings of 24
experimental pretest and posttest studies (24 primary effect sizes)
published in peer-reviewed journals between January 1, 2000, and
December 31, 2013, revealed that exploratory computerized environments
produced a moderate effect size ($\text{effect size }(\mathrm{ES}) =
0.60$, $\mathrm{SE} = 0.03$) when compared to traditional methods of
instruction. A 95\% confidence interval around the overall mean ‒
$C_{\mathrm{lower}} = 0.53$ and $C_{\mathrm{upper}} = 0.66$ ‒
indicated nonzero population effect and relative precision. A moderator
analysis revealed differences among the effects on student achievement
between traditional problem solving approaches and ECEs, favoring the
latter.{ }Conclusions: The findings highlight the importance of
providing students with opportunities to explore applications of
mathematics concepts in classroom especially these supported by
computers. A discussion of these findings and their potential impact on
improving students’ mathematical problem-solving skills, along with
implications for further research, follows.
rv: