Papy's minicomputer for learning basic mathematical operations with numbering systems
Article Sidebar
Main Article Content
Abstract
Contemporary education demands the incorporation of innovative teaching strategies that promote meaningful learning of mathematics. In this context, the Papy’s minicomputer is presented as a pedagogical tool with the potential to strengthen the understanding of basic mathematical operations and number systems. The objective of this study was to analyze the effect of using the Papy’s minicomputer on the development of the competency "Solves quantity problems in basic mathematical operations with number systems" in secondary school students. The research adopted a quantitative approach, with a quasi-experimental, explanatory design, and included an experimental group and a control group. Data collection involved assessment instruments administered before and after the pedagogical intervention, as well as performance records and the rating scale established in the National Curriculum for Basic Education. The validity of the instrument was confirmed through expert judgment, and its reliability was verified through an adequate internal consistency coefficient. Data analysis was performed using descriptive and inferential statistical procedures. The results showed a significant improvement in the learning level of the students who participated in the Papy’s minicomputer experience, as well as relevant progress in all dimensions of the assessed competency. In conclusion, the application of the Papy’s minicomputer contributes significantly to strengthening the learning of basic mathematical operations with number systems in secondary school students.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Agyei, E., Agyei, D. D., & Benning, I. (2024). Teaching mathematics with digital technologies: A situational analysis of high school teachers’ experiences in Ghana. African Journal of Research in Mathematics, Science and Technology Education, 28(1), 57-70. https://doi.org/10.1080/18117295.2023.2265241
Ariani, Y., Suparman, S., Helsa, Y., Zainil, M., & Rahmatina, R. (2024). ICT-based or-assisted mathematics learning and numerical literacy: A systematic review and meta-analysis. International Journal of Information and Education Technology, 14(3), 382-397. https://doi.org/10.18178/ijiet.2024.14.3.2060
Cóndor-Herrera, O., & Ramos-Galarza, C. (2021). The impact of a technological intervention program on learning mathematical skills. Education and Information Technologies, 26(2), 1423-1433. https://doi.org/10.1007/s10639-020-10308-y
De Bock, D., & Vanpaemel, G. (2019). Preparing for the Introduction of Modern Mathematics into the Classroom: Experimentation and Teacher Training. In Rods, Sets and Arrows: The Rise and Fall of Modern Mathematics in Belgium (pp. 95 116). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-20599-7_5
Enríquez Arotoma, G. (2019). Minicomputador de Papy en la resolución de problemas de cambio en los niños de Segundo Grado de la Institución Educativa Nº 36017 de Huanaspampa-Huancavelica. Universidad Nacional de Huancavelica. http://repositorio.unh.edu.pe/handle/UNH/2704
Harris, A. D., McGregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D. E., & Finkelstein, J. (2006). The use and interpretation of quasi-experimental studies in medical informatics. Journal of the American Medical Informatics Association, 13(1), 16-23. https://doi.org/10.1197/jamia.M1749
Hernández Sampieri, R., Fernández Collado, C. & Baptista Lucio, P. (2014). Metodología de la investigación. McGraw-Hill.
Herrera Villamizar, N. L., Montenegro Velandia, W., & Poveda Jaimes, S. (2012). Revisión teórica sobre la enseñanza y aprendizaje de las matemáticas. Revista Virtual Universidad Católica del Norte, (35), 254-287. https://www.redalyc.org/articulo.oa?id=194224362014
Ismail, N. F. H., Shahrill, M., & Asamoah, D. (2023). Learning through virtual manipulatives: Investigating the impact of Gizmos-based lessons on students’ performance in integers. Contemporary Mathematics and Science Education, 4(1), ep23009. https://doi.org/10.30935/conmaths/12857
Kontas, H. (2016). The Effect of Manipulatives on Mathematics Achievement and Attitudes of Secondary School Students. Journal of Education and Learning, 5(3), 10-20. http://dx.doi.org/10.5539/jel.v5n3p10
Kablan, Z. (2016). The effect of manipulatives on mathematics achievement across different learning styles. Educational Psychology, 36(2), 277-296. https://doi.org/10.1080/01443410.2014.946889
Meuleners, J. S., Lindermayer, C., Traub, D., Aufleger, M., Rutkowski, A., Kosiol, T., ... & Neuhaus, B. J. (2024). Are Digital Tools More Often Implemented in High-Quality Lessons? Profiles of Instructional Quality and the Use of Digital Tools in Biology and Mathematics Lessons. International Journal of Science and Mathematics Education, 1-27. https://doi.org/10.1007/s10763-024-10510-1
Lamon, W. E., & Threadgill, J. (1975). The Papy-Lamon Minicomputer for Blind Children: An Aid in Learning Mathematics. Journal of Visual Impairment & Blindness, 69(7), 289-294. https://doi.org/10.1177/0145482X7506900701
Papy, F. (1974). Nebuchadnezzar, seller of newspapers: An introduction to some applied mathematics. The Arithmetic Teacher, 21(4), 278-285. https://doi.org/10.5951/AT.21.4.0278
Quane, K. (2024). The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives. Mathematics Education Research Journal, 1-30. https://doi.org/10.1007/s13394-024-00494-0
