Dynamic Geometry Software Improves Mathematical Achievement: Systematic Review and Meta-Analysis

Autor/inn/en	Chan, Kan Kan; Leung, Siu Wai
Titel	Dynamic Geometry Software Improves Mathematical Achievement: Systematic Review and Meta-Analysis
Quelle	In: Journal of Educational Computing Research, 51 (2014) 3, S.311-325 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.51.3.c
Schlagwörter	Computer Software; Educational Technology; Mathematics Instruction; Mathematics Achievement; Technology Uses in Education; Meta Analysis; Quasiexperimental Design; Instructional Effectiveness; Achievement Tests; Scores; Effect Size; Conventional Instruction; Elementary School Mathematics; Elementary School Students; Secondary School Mathematics; Secondary School Students; Middle School Students; High School Students; Statistical Analysis; Comparative Analysis; Literature Reviews + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Meta-analysis; Metaanalyse; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementare Mathematik; Schulmathematik; Sekundarschüler; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Statistische Analyse
Abstract	Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students' mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness of DGS-based instruction in terms of standardized mean differences (SMD) of achievement test scores as outcome measures. Nine quasi-experimental DGS studies with 587 participants were eligible. The overall effect size of DGS-based instruction on achievement scores (i.e., SMD) was distinctive (SMD, 1.02; 95% CI: 0.56-1.48) compared to traditional instruction. Subgroup analysis found some groups to have better effectiveness, for example, short-term instruction with DGS significantly improved the mathematical achievement of elementary school students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01