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Enhancing Native American Mathematics Learning: The Use of Smartboard-generated Virtual Manipulatives for Conceptual Understanding
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, Center for Educational Evaluation & Research (CEER), United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper reports the results of a study to compare learning effects from groups of Navajo elementary mathematics students using technology-enhanced math lessons. The results of a one-way ANOVA (F(1,763)= 27.06, p=.001, eta2=.034) supports the idea that students whose teachers used a Smartboard with math instruction tended to show greater pretest to posttest gains (M=20.76, SD=23.67) than students whose teachers did not use the Smartboard to facilitate instruction (M=11.48, SD=23.68).

Citation

Zittle, F. (2004). Enhancing Native American Mathematics Learning: The Use of Smartboard-generated Virtual Manipulatives for Conceptual Understanding. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 5512-5515). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2020 from .

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