A meta-analysis on the effectiveness of Dynamic mathematics Software on K-12 students' mathematics learning
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 o...
| Published in: | INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY |
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| Main Authors: | , , , |
| Format: | Article; Early Access |
| Language: | English |
| Published: |
TAYLOR & FRANCIS LTD
2024
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| Subjects: | |
| Online Access: | https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001275969300001 |
| Summary: | 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, 95\%CI[0.625-1.015]). 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. |
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| ISSN: | 0020-739X 1464-5211 |
| DOI: | 10.1080/0020739X.2024.2375257 |