Assignment Task
SECTION 1: PROPOSAL DETAILS
1.1. Research question What is the aim of your research? What are the objectives of your research? What do you hope to achieve?
This study aims to review the Information Technology (IT) tools that are currently in use in primary education for teaching mathematics and analyse their strengths and limitations as teaching/learning tools. The outcome of this study may help this research may indicate in which IT areas policymakers should invest more to improve mathematical performance among primary school pupils.
The objectives of this study are:
⦁ To investigate the impact of IT tools on primary school children’s mathematical performance.
⦁ To examine the advantages and disadvantages of using IT means to enhance mathematical skills.
⦁ To provide up-to-date information about the impact of IT tools on mathematical education in primary schools to policymakers.
This study will intend to answer the following research questions:
RQ1: What impact do information technologies have on learning and teaching mathematics in primary schools?
RQ2: What are the benefits and limitations of IT tools as means for teaching and learning mathematics in primary schools?
1.2. Background to the study and literature review Give some background about your study or creative process linking it to the literature or previous work with relevant references. If relevant, provide the theoretical framework within which your research will be proposed
Technology has transformed the educational system completely in recent years. More and more studies focus on the involvement of IT in education (Chen et al., 2020). The major topics of these studies are mobile learning, technology-enhanced learning, and electronic learning for school-aged students. For example, Burden et al. (2019) investigate the use of innovative mobile practices for school students and Xie et al. (2019) indicate trends and development in technology-enhanced adaptive/personalized learning. According to Marthese et al. (2020), different types of computer technologies are used in modern primary schools such as interactive whiteboards, various educational software, e-learning platforms, tablets, educational games and other means. All these methods aim to support primary school students to learn new concepts easily and have access to new educational content at any time and in any location. Moreover, such advanced technologies as Virtual Reality (VR) and Augmented Reality (AR) are also implemented into primary education to enhance the method of learning and teaching.
The advancement in IT has presented plenty of opportunities for enhancing educational outcomes in primary schools. The incorporation of these technologies in educational settings has the potential to revolutionize the way children learn, promote active learning and improve their academic achievements. The evidence that interactive IT applications support young children’s academic performance was found in the systematic literature review by Griffith et al. (2020). The authors indicate that interactive applications are useful in supporting early learning for children under 6 years old, especially in mathematics. Arvanitaki & Zaranis (2020) support this statement with their study which shows that teaching and learning through IT tools positively affects learning geometry in primary schools.
IT and Math Curriculum
Current IT tools have a significant role in teaching and learning mathematics. Hoyles (2018) states that technology can be used as a window to enhance students’ participation in forming mathematical thinking and concepts. IT means make use of audio-visual content that attract children more into the classroom sessions and improve their engagement with the subject. On the other hand, technologies may cause distractions from focusing on the learning material and limit student-teacher face-to-face contact (Shatri, 2020).
IT tools for teaching math
There are different IT tools which are currently used in primary school education for teaching math and each of them has an impact on the mathematical performance of primary school pupils.
⦁ Tablets and laptops
There is a growing trend of bringing personal computers, a trend called Bringing Your Own Device (BYOD) into the class for educational purposes. The systematic literature review conducted by Mulet et al. (2019) about students’ attitude towards tablets indicates a positive perception of the use of tablets. Students find them easy to use and the introduction of the new material is more effective. Lee et al. (2020) conducted a study to evaluate the effectiveness of tablet-based applications in developing numerical skills among primary school children in Tanzania. The results showed that the score gains in the tablet intervention group were considerably higher than those in the control group which had a usual classroom math session.
However, Zilka (2021) argues that the use of laptops in the classroom may be distractive for primary school children. They might have difficulty resisting the temptation to surf non-educational sites and focus on the teaching material.
⦁ Gamification
Oliveira et al. (2021) describe gamification as a game-based learning technique that has been used to increase students’ engagement and motivation. The students get points or rewards due to their participation and according to their progress during the learning process. Brezovszky et al. (2019)
investigate game-based learning environments in their study as a tool in supporting primary school
students’ number knowledge and mathematical skills. The students use the Number Navigation Game to improve their arithmetic fluency. The study’s findings indicate that the group which studied with the gamified system had better post-test scores than the group with conventional teaching. The additional study supports the effectiveness of game-based learning in the mathematical domain. The special Math Maze Zone game was developed to assist primary students to prepare for their exams in math (Sulaiman et al., 2023). The students had to find the way out of the maze by answering correctly mathematical questions.
The drawback of game-based learning is that gamification might decrease motivation among students as getting points and rewards become the primary target (Oliveira et al., 2021).
⦁ E-learning
E-learning is a famous tool for delivering educational material through online courses and programs to students. According to Clark & Mayer (2016), e-learning is instruction delivered on a digital device such as a computer, tablet or mobile device to support learning. Due to its flexibility and cost-effectiveness e-learning became one of the popular methods for acquiring new knowledge or supporting traditional teaching (Puspitarini & Hanif, 2019).
E-learning applications such as Mathletics and Sumdog are implemented into primary school curriculum in New Zealand and the UK accordingly to make math a more accessible and interesting subject for learning (Darragh & Franke, 2021). Vrcelj et al. (2020) indicate that the E-learning platform Matific allows students to learn math at their own pace and increases their engagement by game-based elements.
⦁ Advanced technologies
Advanced technologies Virtual Reality (VR) and Augmented Reality (AR) are incorporated into traditional education as a tool for enhancing the learning experience. A case study conducted in Lithuania investigates the impact of the VR platform EDUKA on the educational performance of primary school children (Kliziene et al., 2021). It was found that integrating the VR platform into formal education significantly impacted children’s mathematical performance. Additional study shows that the use of VR and AR technologies can improve the mathematical learning experience in primary education in terms of a better understanding of 3D geometric shapes (Demitriadou et al., 2020). However, Bistaman et al. (2018) point out that psychological and pedagogical aspects should be considered for the real implementation of these technologies in primary school.
The reviewed research demonstrates different ways the IT can be used in mathematical education. However, no systematic literature review addressing the effectiveness of IT in learning mathematics in primary schools was identified. This study aims to fill in this gap.
1.3. Method / study design Describe your methods, e.g. How do you create your work? How will you carry out the study? How will you collect the data? How will you analyse the data? Attach any questionnaires, surveys, interview guides etc
This research will use a systematic literature review (SLR) methodology to fulfil the research objectives and answer the research quesiton. SLR involves the identification of all primary research studies relevant to the defined review question, the critical analysis of this research, and the synthesis of the findings (Pollock & Berge, 2018).
The SLR process will follow the 3-step proceed described by Xiao & Watson (2019): planning the review, conducting the review and reporting. These steps are represented in Figure 1 and detailed further.
Figure 1
The process of systematic literature review
⦁ Planning the review
⦁ Identifying the review question
This study aims to investigate various IT tools for teaching mathematics in primary school and examine different ways through which these technologies impact students’ learning progress in mathematics. It will intend to answer the research questions detailed in section 1.1 of this application.
1.2 Developing and validating the review protocol
The literature will be searched in two ways: 1) electronic databases such as Google Scholar, ProQuest, IEEE STEM and ERIC, and 2) backward reference searching.
The following keywords will be used for the literature search strategy as described in Table 1 with the use of Boolean operators “AND’’ and “OR’’:
Table 1
KeyKeywords
- Indormation Technologies
- Primary Education
- Mathematics
- Impacts
- Benefits
- Drawbacks
Synonyms
- Digital Technologies, technology applications, mobile technologies
- Primary school, primary school children, primary school students
- Math, arithmetic, calculation, numerical, geometrics
- Influences, effects, outcomes, performance
- Advantages, strengths, pros, profits
- Disadvantages, weaknesses, cons, difficulties
To be considered in the SLR, the literature should satisfy the following inclusion/exclusion criteria (as shown in Table 2):
Table 2
Inclusion/exclusion criteria
Inclusion
1. The literature will include peer-reviewed papers
2. Published in English
3. Published between 2018-2023
4. Primary education focus
5. Papers related to the impact of IT tools on mathematical outcomes, such as scores, grades, and engagement
6. Papers with full-text copies
Exclusion
1. Papers that examine the involvement of IT in secondary and higher education
2. Abstract-only papers
3. Studies published before 2018
4. Papers related to the impact of IT means on non-mathematical outcomes
The above protocol will be validated via a preliminary literature search and screening the obtained results.
⦁ Conducting the review
This stage focuses on finding relevant papers with the key information to address the research question.
⦁ Literature search
The literature search will be done following the protocol discussed in step 1.2.
⦁ Screening for inclusion
After getting the search results, each paper will be screened by reading the title and the abstract to decide whether it should be included for data extraction and analysis. Inclusion/exclusion criteria (discussed in step 1.2) will be applied to ensure all included papers are relevant to answer the research question.
The selected literature will be recorded in Zotero. The records will be checked for possible repetition of the sources and the duplicates will be removed.
⦁ Quality assessment
Each selected study will be assessed for methodological quality by using a quality checklist provided by Kitchenham & Charters (2007) according to the type of study. The quality checklist includes questions which evaluate the extent to which studies have addressed bias and validity.
⦁ Data extraction
By this stage, the relevant literature should be identified to help address the research question. After reading the selected papers the relevant data will be elicited into extraction form or data extraction table using the steps for designing described by (Boland et al., 2017)
⦁ Analysis/synthesis
The data will be analysed by summarizing results in a table or list of IT categories used in primary education and their impact on mathematical outcomes. The table will also include the benefits and drawbacks of IT tools.
⦁ Reporting
Finally, the findings from the literature review will be reported. This step will include a discussion and conclusions section in relation to the research questions of the study and the strengths and limitations of the review process will be indicated. In addition, the literature review will point out opportunities and directions for future research.
1.4. Significance and benefits of the study What is the importance of this study in your research area? How does it fit within your teaching area? Will this research inform your teaching? If so, how?
This study might contribute to the educational sector in terms of providing primary school teachers, caregivers, and policymakers with up-to-date information about various IT solutions used for enhancing mathematical learning and their impact on learning outcomes. In addition, the study might point out which IT areas should be focused more to maximize the mathematical outcomes of primary school students.
1.5. Responsiveness to Māori and Te Tiriti o Waitangi
This section must be completed by all researchers.
⦁ How does this research demonstrate one of the following three broad descriptions of responsiveness to Māori?
⦁ Explain how this research is of relevance to Māori?
All research is relevant to Māori so do not leave this section blank.
All educational specialists in primary school, including Māori whanau, educators and policymakers, will benefit from this research results.
1.6. Responsiveness to Māori
Does the research involve Māori participants or the Māori community? Give details and ensure section 1.5 is completed fully. Tick yes on self-assessment.
1.7. Responsiveness to Pacific
Does the research involve Pacific participants or the Pacific community Give details and ensure section 1.5 is completed fully. Tick yes on self-assessment.
1.8. Will this study contribute to an academic qualification?
1.9. Project timeframe
1.10. Dissemination of research How will you tell others about your work? Dissemination can include journal article, trade magazine article, conference presentation, exhibition, etc.
1.11. Is there other information you wish to provide to support your application? Do you already have support for this study, e.g. support from other interested parties? Attach letters of support, etc
SECTION 2 – ETHICAL APPROVAL
2.1. Will Whitireia or WelTec staff or students be asked to be participants, or could they potentially be part of your study?
2.2. Who will participate in the study?
2.3. What is your relationship to the study participants?
2.4. How will the participants be recruited? How many do you anticipate recruiting?
2.5. What procedure will the participants be involved in?
2.6. Will payments be made, or participants expenses reimbursed?
2.7. Will other assistance be provided to participants?
2.8. How will informed consent be obtained from the participants?
2.9. Will there be any potential discomfort to participants or researchers?
2.10. Are there any real or potential conflicts of interest?
2.11. Is there any potential breach of privacy or issues of confidentiality?
2.12. How will the anonymity of the participants be maintained?
2.13. What is the procedure for handling the data and its storage?
2.14. How will participants obtain information about the findings from the study?
2.15. Do you have approval for this study from other Ethics Committees?
