E-Learning and M-Learning Technological Intervention in Favor of Mathematics

被引：4

作者：

Condor-Herrera, Omar ^{[1
]}

Ramos-Galarza, Carlos ^{[1
,2
]}

机构：

[1] Univ Tecnol Indoamer, Ctr Invest Mecatron & Sistemas Interact MIST, Carrera Psicol, Maestria Educ Menc Innovac & Liderazgo Educ, Ave Machala Sabanilla, Quito, Ecuador

[2] Pontificia Univ Catolica Ecuador, Fac Psicol, Ave 12 Octubre Roca, Quito, Ecuador

来源：

LEARNING AND COLLABORATION TECHNOLOGIES: NEW CHALLENGES AND LEARNING EXPERIENCES, LCT 2021, PT I | 2021年 / 12784卷

关键词：

E-learning; M-learning; VLE; ICT; SYSTEMS;

D O I：

10.1007/978-3-030-77889-7_28

中图分类号：

学科分类号：

摘要：

This paper is based on pre-experimental research that assessed the impact of E-Learning and M-Learning technological intervention to promote mathematical skills learning. The sample consisted of 16 students between 11 and 12 years old (Mage = 11.94, SD =.25). They received an educational technology program for 6 sessions. Pre and posttest measurements were performed to assess direct proportionality knowledge and ability to solve problems with 2 artifacts respectively. The results showed statistically significant differences between the pre and posttest (knowledge t (15) = -7.20, p = <. 001, d =.88 and ability to solve problems t (15) = -6.75, p = <.001, d = .87). Consequently, it is highlighted the improvement that the learning process based on E-learning and Mlearning has in the learning process of mathematics, as evidenced after the intervention ended. The data is discussed around the need to incorporate this type of technological tools in the learning of calculation skills and previous research.

引用

页码：401 / 408

页数：8

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