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首页> 外文会议>International Technology, Education and Development Conference >(2082) EFFECTS ON LEARNING MOTIVATION AND RETENTION FROM INTEGRATING AN INTERACTIVE RESPONSE SYSTEM INTO FOURTH GRADE MATHEMATICS TEACHING
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(2082) EFFECTS ON LEARNING MOTIVATION AND RETENTION FROM INTEGRATING AN INTERACTIVE RESPONSE SYSTEM INTO FOURTH GRADE MATHEMATICS TEACHING

机译：（2082）对学习动机和保留将交互式响应系统集成到四年级数学教学中的影响

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This quasi-experimental study explored the effect of an interactive response system (IRS) on the mathematical learning achievements of fourth grade students. Participants included an experimental group that integrated the IRS into a mathematics classroom and a control group that used traditional teaching methods. One of the authors taught the experimental group, and the control group was a randomly chosen class. The content of the course was the eighth edition of the mathematics textbook for the 2015 academic year, covering the learning units of “Addition of Fractions and Multiplication of Fractions by Integers” and “Estimation.” Four research tools were used: the IRS itself, a mathematics learning achievement test, student mathematical learning diaries, and a teaching and observation diary kept by the teacher. According to the results, integrating IRS real-time feedback had a significant positive effect on learning retention. Suggestions are subsequently provided for elementary school teachers and future researchers.
机译：该准实验研究探讨了互动响应系统（IRS）对四年级学生数学学习成就的影响。参与者包括一个实验组，将美国国税局纳入数学课堂和使用传统教学方法的对照组。其中一位作者教授实验组，对照组是随机选择的课程。该课程的内容是2015年学年的数学教科书的第八版，涵盖了“通过整数添加分数和分数乘法”和“估计”的学习单位。使用了四种研究工具：IRS本身，数学学习成就测试，学生数学学习日记，以及教师保存的教学和观察日记。根据结果​​，整合IRS实时反馈对学习保留有显着的积极影响。随后为小学教师和未来的研究人员提供了建议。

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