Computers and 2D geometric learning of Turkish fourth and fifth graders

This research investigated the possible impacts of computers on Turkish fourth-grade students’ geometry scores and further geometric learning. The study used a pretest–intervention–posttest experimental design. Results showed that students who did not have computers at home initially had lower geometry scores. However, these differences were minimised with an appropriate intervention containing computer-based Tangram puzzles. This suggests that at schools, it seems more effective to integrate mathematical content and technology in a manner that enables students to do playful mathematical discoveries.

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