Effects of a Realistic Mathematics Education-Based Tablet Intervention on Second-Grade Addition Skills
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Resumo
This study investigated the effectiveness of a didactic intervention utilizing a custom-developed tablet application, grounded in Realistic Mathematics Education (RME) principles, on second-grade students' addition skills (numbers up to 100). A quasi-experimental design with pre-test/post-test control group structure was employed. The sample consisted of 189 second-grade students (aged 6.5-7.5 years) from four public primary schools in Attica, Greece, during the 2022-2023 school year. Participants were assigned to either an experimental group (N = 96), receiving the RME-based tablet intervention for five weeks, or a control group (N = 93), receiving traditional instruction. Mathematical proficiency was assessed using an adapted version of the Test of Early Mathematics Ability, Third Edition (TEMA-3). Results from paired samples t-tests revealed significant improvements from pre-test to post-test for both the experimental group and control group on overall mathematics scores. However, a Mixed Repeated Measures ANOVA demonstrated a significant Time × Group interaction effect, indicating that the experimental group's improvement significantly exceeded that of the control group. These findings suggest that integrating RME principles with custom-designed tablet applications can substantially enhance young learners' mathematical understanding.
Dados da obra
- Tipo
- Artigo
- Periódico
- Advances in Mobile Learning Educational Research, v. 6, n. 1, p. 1730-1741
- Ano
- 2026 (2026-01-30)
- Palavras-chave
- Realistic Mathematics Education; tablet-based intervention; second grade students; addition skills; early childhood mathematics education; mobile learning; mathematics proficiency; primary school mathematics
- DOI
- 10.25082/amler.2026.01.007
- ISSN
- 2737-5676
- Licença
- cc-by-nc
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SKORDIALOS, Emmanouil; BARALIS, George H.; ZARANIS, Nicholas. Effects of a Realistic Mathematics Education-Based Tablet Intervention on Second-Grade Addition Skills. Advances in Mobile Learning Educational Research, v. 6, n. 1, p. 1730-1741, 2026. DOI: https://doi.org/10.25082/amler.2026.01.007.
APA
Skordialos, E., Baralis, G. H., & Zaranis, N. (2026). Effects of a Realistic Mathematics Education-Based Tablet Intervention on Second-Grade Addition Skills. Advances in Mobile Learning Educational Research, 6(1), 1730-1741. https://doi.org/10.25082/amler.2026.01.007
BibTeX
@article{skordialos2026,
author = {Skordialos, Emmanouil and Baralis, George H. and Zaranis, Nicholas},
title = {Effects of a Realistic Mathematics Education-Based Tablet Intervention on Second-Grade Addition Skills},
year = {2026},
journal = {Advances in Mobile Learning Educational Research},
volume = {6},
number = {1},
pages = {1730-1741},
doi = {10.25082/amler.2026.01.007}
}RIS
TY - JOUR AU - Skordialos, Emmanouil AU - Baralis, George H. AU - Zaranis, Nicholas TI - Effects of a Realistic Mathematics Education-Based Tablet Intervention on Second-Grade Addition Skills PY - 2026 JO - Advances in Mobile Learning Educational Research VL - 6 IS - 1 SP - 1730 EP - 1741 DO - 10.25082/amler.2026.01.007 ER -
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