Optimization of Fraction Learning for Students with Learning Difficulties in Mathematics: Computer-Assisted Educational Environments

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Bibliographische Detailangaben
Veröffentlicht in:	International Journal of Educational Methodology vol. 11, no. 2 (2025)
1. Verfasser:	Polydoros, Georgios
Weitere Verfasser:	Antoniou, Alexandros-Stamatios
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Schlagworte:	Learning Theories Educational Technology Pedagogical Content Knowledge Mathematics Education Courseware Learning Problems Influence of Technology
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Abstract:	This study examines the impact of digital tools on fraction comprehension among 5th-grade students with learning difficulties in mathematics. It assesses the effectiveness of three teaching methods: educational software, video tutorials, and their combination. The research involved 252 students from 8 state-funded elementary schools, employing a quantitative experimental design with pre- and post-test assessments. Grounded in Constructivist Learning Theory and Technological Pedagogical Content Knowledge (TPACK), this research explored how technology can enhance mathematical understanding. Results indicated that the combined method achieved the highest improvement (58%, p < .001, Cohen’s d = 3.03), significantly outperforming educational software alone (33%, p = .015, Cohen’s d = 2.52) and video tutorials alone (7%, p = .987, Cohen’s d = 0.14). These findings highlight the substantial benefits of integrating diverse digital tools to effectively support mathematics learning among students facing additional educational challenges.
DOI:	10.12973/ijem.11.2.127
Quelle:	Supplemental Education Index