E-learning resources for successful math teaching to pupils of primary school

Authors

DOI:

https://doi.org/10.55056/cte.405

Keywords:

tools and apps, teaching Math, young learners, primary school, experimental research

Abstract

Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.

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References

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Published

2019-03-21

Issue

Section

Cloud technologies in STEAM education

How to Cite

Olefirenko, N.V., Kostikova, I.I., Ponomarova, N.O., Bilousova, L.I. and Pikilnyak, A.V., 2019. E-learning resources for successful math teaching to pupils of primary school. CTE Workshop Proceedings [Online], 6, pp.443–458. Available from: https://doi.org/10.55056/cte.405 [Accessed 24 July 2024].
Received 2018-08-06
Accepted 2018-12-21
Published 2019-03-21

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