Technology in Mathematics Classrooms: A Meta-Analysis of the Recent Literature

Qing Li*, Xin Ma**
*Associate Professor ,Faculty of Education ,University of Calgory
**Professor ,Department of Curriculum and instruction,University of Kentucky
Periodicity:March - May'2008
DOI : https://doi.org/10.26634/jsch.3.4.701

Abstract

The increasingly use of technology in education does set off a flurry of research studies that focus on the successfulness and effectiveness of technology in elementary and secondary education. In this study, we conducted a comprehensive meta-analysis of research literature on technology in relation to mathematics teaching and learning. Particularly, the following main research questions were addressed in our meta-analysis:

1. What is the magnitude of the effects of technology on schooling outcomes concerning mathematics education?

2. How does the magnitude of the effects of technology fluctuate in response to various study features (e.g., gender, age, race) and design features (e.g., randomization, sample size, instruments)?

Based on a total of 81independent findings extracted from 39studies involving a total of 59,147 learners, the results of the series of meta-analyses conducted in this review indicate that technology can affect mathematics teaching and learning.

Keywords

Meta-Analysis, Technology, Math-Learning, Achievement, Attitude, Behaviour.

How to Cite this Article?

Qing Li and Xin Ma (2008). Technology in Mathematics Classrooms: A Meta-Analysis of the Recent Literature.i-manager’s Journal on School Educational Technology. 3(4), 34-54. https://doi.org/10.26634/jsch.3.4.701

References

[1]. Albright, M., & Graf, D. (1992). Teaching in the Information Age: The Role of Educational Technology. San Francisco: Jossey-Bass Publishers.
[2]. Bali, S. (1988). Computers, concrete materials and teaching fractions. School science and mathematics., 88,470-475.
[3]. Braden, J. R, Show, S. R., & Grecko, L. (1991). An Evaluation of a Computer—Assisted instructional Program for Elementary Hearing-Impaired Students. The Volta Review, 93(6), 247-252.
[4]. Brush, T. A. (1997). The effects of group composition on achievement and time on task for students completing ILS activities in cooperative pairs. Journal of Research on Computing in Education, 30(1 ), 2- I 7.
[5]. Char, C. (1989). Computer graphics feltboards.' New software approaches for young children's mathematical exploration. San Francisco: American Educational Research Associatlon.
[6]. Christmann, E., Badgett, J., &: Lucking, R. (1997). Microcomputer—Based Computer—Assisted Instruction within Differing Subject Areas: A Statistical Deduction. Journal of Educational Computing Research, 16(3), 281 - 296.
[7]. Clark, R. (1983). Reconsidering research on learning from media. Review of educational research, 53, 445- 460.
[8]. Clements, D. (1998). /Young Children and Techno|ogy./ Paper presented at the Forum on early childhood science, mathematics, and technology education, Washington, DC.
[9]. Coley, R., Cradleer, J., & Engel, p. (2000). Computers and the Classroom: The Status of Technology in US Schools. Princeton, NJ: Policy Information Center, Educational Testing Service.
[10]. Connell, M. L. (1998). Technology in Constructivist Mathematics Classrooms. The Journal of Computers in Mathematics and Science Teaching, 17(4), 311 -338.
[11]. Cooper, J., Heron, T., & Heward, W. (1987). Applied BehaviorAnalysis. Columbus: Merrill.
[12]. Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75, 327-346.
[13]. Farrell, A. M. (1996). Roles and Behaviors in Technology-Integrated Precalculus Classrooms. Journal ofMathematicalBehavior, '15, 35-53.
[14]. Funkhouser, C. (1993). The Influence of Problem- Solving Software on Student Attitudes about Mathematics. Journal of Research on Computing in Education, 25(3), 339-346.
[15]. Glass, G.V., McGaw, B., &Smith, M. L. (1981). Meta- analysis in social research. Beverly Hills, CA: SAGE.
[16]. Hecht, J. B., Roberts, N. K., Schoon, P L., & Fansler, G. (1995). Teacher Teams and Computer Technology. Paper presented at the 1995 Annual Meeting of the Mid-Western Educational Research Association, Chicago, IL.
[17]. Hedges, L., & Olkin, I. (1985). Statistical methods for meta-analyses. Orlando, FL: Academic Press.
[18]. Hembree, R., & Dessart, D. J. (1986). Effects of hand held calculators in precollege mathematics education: A meta-analysis. /Journal for Research in Mathematics Education, I7/, 83-99.
[19]. Hunter, E., & Schmidt, F. (1990). Methods of meta- analysis.' correcting error and bias in research findings. Newbury Park, CA: Sage.
[20]. Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, I 39-155.
[21]. Irish, C. (2002). Using Peg- and Keyword Mnemonics and Computer—Assisted Instruction to Enhance Basic Multiplication Performance in Elementary Students with Learning and Cognitive Disabilities. Journal of Special Education Technology, 17(4), 29-40.
[22]. Jones, K. (2005). Graphing calculators in the teaching and learning of mathematics: A research bibliography. Micromath, Summer, 31 -33.
[23]. Kieran, C., & Hillel, J. (1990). It's tough when you have to make the triangles angles: Insights from a computer-based geometry environment. Journal of Mathematical Behavior, 9, 99-127.
[24]. Kim, S. (1993). The relative effectiveness of hands-on and computer-simulated manipulative in teaching seriation, classification, geometric, and arithmetic concepts to kindergarten children. Dissertation Abstracts International, 54(09), 3319.
[25]. Kulik, K. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say (Research Report No. SRI Project Number PI0446.003). Arlington, VA: SRI International.
[26]. Kulik, K., Schwalb, B., & Kulik, J. (1982). Programmed instruction in secondary education: A meta-analysis of evaluation findings. Journal of Educational Research, 75(3), 133-138.
[27]. Li, Q. (2004). Technology and mathematics education: Any impact? Paper presented at the the Eleventh International Literacy and Education Research Network Conference on Learning, La Havana.
[28]. Li, Q. (2005). Gender and CMC: A review on conflict and harassment. Australasian Journal of Educational Technology, 21(3), 382-406.
[29]. Lipsey, M., & Wilson, D. (2001). Practical meta- analysis (Vol. 49). Thousand Oaks: SAGE Publications.
[30]. Lou, Y., Abrami, R C., & d'Apollonia, S. (2001). Small group and individual learning with technology: A meta- analysis. Review of educational research, 71 (3), 449-521 .
[31]. Mac Iver, D. J., Balfanz, R., & Plank, S. B. (1998). The Talent Development Middle School. An Elective Replacement Approach to Providing Extra Help in Math - The CATAMA Program (Computer— and Team—Assisted Mathematics Acceleration). Report No. 21/. Baltimore, MD: Center for Research on the Education of Students Placed at Risk.
[32]. Ma, X. (1999). Anxiety and Achievement. Journal of Research in Mathematics Education.
[33]. Merriweather, M., & Tharp, M. L. (1999). The Effect of Instruction with Graphing Calculators on How General Mathematics Students Naturalistically Solve Algebraic Problems. The Journal of Computers in Mathematics and Science Teaching, 18(1 ), 7-22.
[34]. Moyer, P. S.,  Bolyard, J. (2002). Exploring representation in the middle grades: Investigations in geometry with virtual manipulatives. The Australian Mathematics Teacher, 58(1 ], 19-25.
[35]. Moyer, P. S., Bolyard, J., &Spikell, M. (2002). Whatare virtual manipulatives? Teaching Children Mathematics, 8(6), 372-377.
[36]. Mullany, L. (2000). The application of current language and gender theory to managerial meeting discourse. Nottingham Linguistic Circular, 15, 1 -16.
[37]. Mushi, S. (2000). Use of Interactive Video Technology to Teach Middle School Mathematics in Chicago. Chicago: Northeastern Illinois Univ., Chicago, Dept. of Teacher Education.
[38]. Nute, N. (1997). The impact of engagement activity and manipulatives presentation on intermediate mathematics achievement, time-on-task, learning efficiency and attitude. Dissertation Abstracts International, 58(08), 2988.
[39]. Parr, J. (2003). A review of the literature on computer-assisted learning, particularly integrated learning systems and outcomes with respect to literacy and numeracy. Auckland, New Zealand: M. O. Education. The University of Auckland.
[40]. Reimer, K., & Moyer, P. S. (2005). Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study. Journal of Computers in Mathematics and Science Teaching, 24[1), 5-25.
[41]. Rosenthal, R. (1991). Meta-analytic procedures for social research (Vol. 6]. Newbury Park, CA: SAGE Publications Ltd.
[42]. Royer, J. M., Greene, B. A., &AnzaIone, S. J. (1994). Can U.S. developed CAI work effectively in a developing country? Journal of Educational Computing Research, '10(1),41-61.
[43]. Salerno, C. A. (1995). The Effect of Time on Computer-Assisted Instruction for At-Risk Students. Journal ofResearch on Computing in Education, 28(1 ), 85-97.
[44]. Savicki, V., Kelley, M., & Lingenfelter, D. (1996b). Gender and group composition in small task groups using computer-mediated communication. Computers in human behavior, 12(2), 209-224.
[45]. Schram, C. M. (1996). A meta-analysis of gender differences in applied statistics achievement. Journal of Educational and Behavioral Statistics, 21 (55- 70).
[46]. Shyu, H. Y. (1999). Effects of Media Attributes in Anchored Instruction. Journal of Educational Computing Research, 21(2), 119-139.
[47]. Shyu, H. Y. (2000). Using video—based anchored instruction to enhance learning: Taiwan's experience. British Journal ofEducational Technology, 31(1), 57-69.
[48]. Suh, J., Moyer, P. S., & Heo, H. (2005). Examining technology uses in the classroom: Developing fraction sense using virtual manipulative concept tutorials. The Journal of Interactive Online Learning, 3(4), 1 -21 .
[49]. Terry, M. (1996). An investigation of differences in cognition when utilizing math manipulatives and math Appendix "I . Effect Sizes for Studies of Technology manipulative software. Dissertation Abstracts International, 56(7), 26-50.
[50]. Thompson, P. (1992). Notations, conventions, and constraints: Contributions to effective uses of concrete materials in elementary mathematics. Journal of Research in Mathematics Education, 23, 123-147.
[51]. Willett, JB, & Singer, JD. (1991). From whether to when: New methods for studying student dropout and teacher attrition. /Review of Educational Research/, 61, 407-450.
[52]. Wilson, D. (2001). Effect Size Determination Program. Maryland: University of Maryland.
[53]. Woodward, J. (1995). Technology-Based Research in Mathematics for Special Education. /Focus on Learning Problems in Mathematics, 17/(2), 3-23.
[54]. Xin, J. F. (1999). Computer-Assisted Cooperative Learning in Integrated Classrooms for Students With and Without Disabilities. Information Technology in Childhood Education, 61 -78.
[55]. Ysseldyke, J., Spicuzza, R., Kosciolek, S., & Boys, C. (2003). Effects of a Learning Information System on Mathematics Achievement and Classroom Structure. The Journal of Educational Research (Washington, D.C.], 96(3), 163-173.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.