A meta-analysis on the effectiveness of Dynamic mathematics Software on K-12 students' mathematics learning

• Published in: International Journal of Mathematical Education in Science and Technology
• Main Author: He A.; Yuan W.; Kiliçman A.
• Format: Article
• Language: English
• Published: Taylor and Francis Ltd. 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199474907&doi=10.1080%2f0020739X.2024.2375257&partnerID=40&md5=f79cb3d280348953be9621e712c86c8a

Since COVID-19, Dynamic Mathematics Software (DMS) has been more widely used in mathematics classes, and many studies have been published. These data, generated because of technological updates and the popularity of COVID-19, should be addressed. To examine comprehensively the effectiveness of DMS on K-12 students' mathematics learning, this meta-analysis assessed 68 effect sizes from 68 studies. The results suggest that DMS has a large effect size on K-12 students' mathematics learning (g = 0.820, p<.01, (Formula presented.)). This study explored the effect size of potential moderators, namely mathematical topics, mathematical ability, grade level, assessment methods, teaching method, and assessment period, and found that effect sizes of DMS in spatial abilities were smaller than we thought. Therefore, this study has implications for the dissemination and standardised use of DMS and for providing mathematics educators with new perspectives for research. © 2024 Informa UK Limited, trading as Taylor & Francis Group.