Department of Primary Education
Library of the School of Education

2025-05-09

2025

Skordialos Emmanouil

Μπαραλής Γεώργιος, Ομότιμος Καθηγητής του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Ζαράνης Νικόλαος, Καθηγητής του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης.
Αρτίκης Κωνσταντίνος, Αναπληρωτής Καθηγητής του Τμήματος Τουρισμού του Ιονίου Πανεπιστημίου
Μυλωνάκου – Κεκέ Ζαφειρία -Ηρώ, Καθηγήτρια του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Κουτρομάνος Γεώργιος, Αναπληρωτής Καθηγητής του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Μισαηλίδου Χριστίνα, Επίκουρη Καθηγήτρια του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών.
Μούτσιος- Ρέντζος Ανδρέας, Επίκουρος Καθηγητής του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών

Διδασκαλία των ρεαλιστικών Μαθηματικών: Διδακτική παρέμβαση με την αξιοποίηση των ΤΠΕ για την κατανόηση της πρόσθεσης στις πρώτες τάξεις του Δημοτικού

Greek

Teaching Realistic Mathematics: Educational Intervention Utilizing ICT for Understanding Addition in the Early Grades of Primary School

This dissertation investigates to what extent the use of digital tools and Information and Communication Technologies (ICT) can enhance the understanding of basic numerical concepts, such as the structure of numbers up to 100 and their mental addition, in early primary students (specifically second grade). As part of this research, a special educational application for tablets was designed with activities aimed at developing numerical perception, sense and addition of numbers up to 100. The study is based on the principles of Realistic Mathematics Education (RME) and focuses on evaluating the effectiveness of this application.
The study involved 189 students from public schools in Attica, who were divided into an experimental group, which was taught addition using an interactive mobile application designed specifically for this study, and a control group, which was taught the same subject using the traditional method. The evaluation was carried out before and after the teaching intervention and the analysis of the results took into account factors such as gender, native language, the existence of learning difficulties, the students' initial level and the characteristics of the test questions, such as the difficulty and the skill targeted by each question.
The results showed that the implementation contributed to a significant improvement in performance in addition and number management up to 100. Students in the experimental group had higher achievement levels and greater understanding of specific mathematical concepts compared to the control group, and particular progress was observed in students with low initial achievement and learning difficulties. In contrast, students' gender and mother tongue did not seem to significantly influence their improvement their improvement when learning with ICT.
The results highlight the importance of integrating digital tools in mathematics education, offering research and teaching suggestions for improving mathematics teaching in primary schools.

Education

Realistic Mathematics Education, Information and Communication Technologies, addition, mobile learning, digital applications, primary education

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File access is restricted until 2027-05-09.

https://pergamos.lib.uoa.gr/uoa/dl/object/3481492