Impact of Adoption of Information and Communication Technologies (ICTs) in Teaching Mathematics to Intellectually Disabled Children

Autor/inn/en	Sherawat, Joyti; Punia, Poonam
Titel	Impact of Adoption of Information and Communication Technologies (ICTs) in Teaching Mathematics to Intellectually Disabled Children
Quelle	In: Mathematics Teaching Research Journal, 14 (2022) 1, S.41-66 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Technology; Mathematics Instruction; Students with Disabilities; Instructional Effectiveness; Mathematics Achievement; Mild Intellectual Disability; Moderate Intellectual Disability; Severity (of Disability); Gender Differences; Foreign Countries; India + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schweregrad; Geschlechterkonflikt; Ausland; Indien
Abstract	This study examined the effect of information and communication technologies (ICTs) on intellectually disabled children's academic achievement in teaching mathematics. Hundred children with mild to moderate levels of intellectual disability participated in a four-week experiment in two groups. The results showed that (1) the experimental group (taught with the help of ICT based instruction) performed significantly better than the control group (taught with a conventional method); (2) a significant effect of the level of intellectual disability was observed on the academic achievement in mathematics, and (3) while no significant difference was observed on the basis of gender. Results of regression analysis showed that out of three, two variables-treatment and level of intellectual disability added significance to the prediction. The study proposed that the use of ICT-based instruction could prove helpful in teaching mathematical concepts to children with intellectual disability. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01