Using Smart Applications to Develop Mathematical Concepts amo ...

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  • Title: Using Smart Applications to Develop Mathematical Concepts among Fourth Grade Students with Arithmetic Learning Difficulties
  • Author(s): Wafiq Hibi
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Science, Mathematics and Technology Learning
  • Keywords: Mathematical Difficulties, Arithmetic Operations, Digital Application, Mobile Learning
  • Volume: 32
  • Issue: 1
  • Date: June 21, 2024
  • ISSN: 2327-7971 (Print)
  • ISSN: 2327-915X (Online)
  • DOI: https://doi.org/10.18848/2327-7971/CGP/v32i01/1-28
  • Citation: Hibi, Wafiq. 2024. "Using Smart Applications to Develop Mathematical Concepts among Fourth Grade Students with Arithmetic Learning Difficulties." The International Journal of Science, Mathematics and Technology Learning 32 (1): 1-28. doi:10.18848/2327-7971/CGP/v32i01/1-28.
  • Extent: 28 pages

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Abstract

This study aimed to evaluate the impact of smart mathematical applications on the acquisition of mathematical concepts by fourth-grade students in regular primary schools within the Arab sector of Israel who experience arithmetic learning difficulties. The research sample comprised fifty fourth-grade students, randomly selected from five primary schools during the academic year 2022–2023 and divided into experimental and control groups. A test to assess mathematical concepts was developed, alongside a smart mathematical application designed to assist students facing challenges in addition, subtraction, multiplication, division, estimation, and developing numerical sense. A t-test was conducted to compare the two independent samples. The study confirmed the reliability of the research tools, and results indicated a statistically significant improvement in the mathematical concept acquisition of the experimental group. The findings suggest that smart mathematical applications can be an effective intervention for enhancing the acquisition of mathematical concepts and improving mathematics learning outcomes among students with arithmetic learning difficulties. We advocate for the adoption and further research of this method across disciplines, particularly for students with learning disabilities, to universally enhance educational outcomes.