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ERIC Number: EJ1182233
Record Type: Journal
Publication Date: 2018-Jul
Pages: 22
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0731-9258
The Effects of Technology-Mediated Dialogic Learning in Elementary Mathematics Instruction
Working, Christopher
Journal of Computers in Mathematics and Science Teaching, v37 n3 p265-286 Jul 2018
The use of technology in elementary mathematics instruction tends to be low-level, despite its affordance of supporting the development of students' high-level reasoning ability. This study builds upon a sociocultural view of learning and was designed to determine what effect a technology-mediated dialogic learning intervention has on third-grade students' mathematical problem-solving ability as well as the quality of their mathematical talk. Using a pretest-posttest quasi-experimental design, the treatment condition used the VoiceThread iPad app to mediate small group discussion of word problem solving solution strategies, while students in the control condition participated in traditional teacher-directed mathematics instruction. Students in the treatment condition performed as well as the control condition on the posttest, but had significantly better quality mathematical discussions in response to the intervention.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan