Slovenian mathematics i-textbooks

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SLOVENIAN MATHEMATICS I-TEXTBOOKS
Blaž Zmazek1, Igor Pesek1, Darja Antolin2, Alenka Lipovec2
University Maribor, 1Faculty of natural sciences and mathematics, 2Faculty of education
blaz.zmazek@um.si1, igor.pesek@um.si1, darja.antolin@um.si, alenka.lipovec@uni-mb.si2
Abstract
The paper presents results of several pedagogical experiments evaluating the i-textbooks for
mathematics in 4th and 5th class. The evaluation was carried out on various mathematical
topics in the following areas: arithmetic (numeric expressions with parentheses, operations
with multiples of 10), geometry (perimeter, 2D and 3D shapes; vertex, segment, line),
measurement (weight/time; relationships between measurement units) and data processing
(pie chart). There were N=330 participants. The results show that the achievements of pupils
in all experimental groups are better than the performance of students in comparable control
groups.
Introduction
Several studies confirm the assumption that on average students, who have access to a
computer at school, derogate from students who do not. The educational achievement of
students due to the use of information and communication technology (ICT) does not change
(improve), the benefits of ICT are visible especially in terms of increased motivation and
individual learning (PISA 2006; SITES 2007; TIMSS 2007). Although research results in this
area are unclear, a hypothesis that computers will play a role of cognitive enhancers in future
classrooms, is currently widely accepted (Lesgold, 2013).
Development of information and communication technologies has enabled a more efficient
use of e-learning materials in educational process because of interactive learning media. The
essential difference between e-textbook as a type of e-learning material and i-textbook is in
the level interactivity, which is defined as a characteristic of a controlled process of
communication, that contains at least two different return loops that can potentially be
executed several times (Repolusk, 2009). I-textbooks, described in this paper, were developed
in the framework of the project E-textbooks for science classes in primary school. It is an
ongoing project aiming at i-textbooks for all school subjects. The i-textbooks are available on
http://eucbeniki.sio.si/test/iucbeniki/

The European Science Foundation and the Ministry of Education, Science and Sport fund the
project. Several substantive-didactic and technical-organizational guidelines were set and
deployed in framework of this project, enabling logical continuation and an upgrade of base
for development of e-textbooks (Zmazek and co., 2014). The goal of this project is to develop
e-textbooks with impeccable content and fresh didactic approaches, which are approved by
the Council of Experts for General Education and will be used in primary and secondary
schools as a replacement and an upgrade to printed textbooks. (Pesek, Zmazek and Mohorčič,
2014). To achieve all these goals, i-textbooks must provide independent learning structures
and comprehensive knowledge framework. I-textbook therefore combines content of a printed
textbook and a workbook, but with additional elements that form a much more effective and
stimulating learning environment. It enhances the power of insight and a deeper
understanding of low, medium and high grade interactive elements such as: images, video,
sound, animation, simulation (multimedia components), which are ranked low in level of
interactivity; various tests (true/false, multiple-choice questions, gap-fill, etc.) ranked medium
in level of interactivity and applets and educational game ranked high in level of interactivity.
Described project is at the dissemination phase, but in the framework of the “E-school bag”
project, also i-textbooks for social sciences subjects for the 8th and 9th grade of primary
school and the first year of gymnasium are developed. The developers of i-textbooks, which
were selected based on the conditions set out in the public call for tenders, will prepare i-
textbooks for Slovene, English and German as a second foreign language (primary school),
fine arts, musical arts, geography and history. Textbooks will be ready by the end of 2014. I-
textbooks for homeland and civic culture and ethics, German language (for secondary school),
sports (for primary school) and science (for secondary school) will be ready by the end of this
project (April 2015) (Flogie, Milekšić, Čuk and Jelen, 2014).
The content and structure of e-learning units in an i-textbook must be adapted to a specific
subject area and specific content that the e-learning unit covers. A sequence of substantive
elements of an e-learning unit should not be considered rigidly. It can always be adjusted due
to different didactic approaches and forms of effectiveness. The proposed sequence of content
elements is depicted on figure 1.

Figure 1: Suggested structure of an e-learning unit (Zmazek and co., 2014)
By introducing ICT in teaching, we encounter many different problems. The classrooms are
often equipped with just one computer with limited software and limited dedicated to
development of skills required for the use of a computer. It should be emphasised that the
"teacher training and regular updating of their ICT knowledge and skills is very important in
integrating technology into the daily educational practice".
The primary purpose of e-learning material developers, which were the basis of i-textbooks,
still remains the gaining of mathematical knowledge, i.e. cognitive aspect (Lipovec, Kobal
and Repolusk, 2007). Since I-textbooks have not been evaluated in the Slovenian school
environment, a verification of effects on a cognitive domain of students is necessary. The goal
of this evaluation is to measure the impact of an i-textbook for mathematics on the level of
knowledge in school mathematics.
Methodology

We carried out a one-factor pedagogical experiment with one modality (using an i-textbook
for mathematics). There were 164 students in experimental and 165 students in control group,
together N=330 students participated in experiment. The sample was balanced in age (115
students in 4th grade and 115 students in 5th grade. The sample structure and mathematics
contents are described in table 1.
Table 1: Sample structure and mathematics content
Class Content Experimental
group
Control
group
Combined
5. Pie chart 22 20 42
5. Perimeter 20 19 39
5. Relationships between
measurement units
17 17 34
4. Mass/ time 20 20 40
4. 2D and 3D shapes. 17 17 34
4. Vertex, segment, line 27 28 56
4. Numeric expressions with
parenthesis
23 26 49
4. Operations with multiples of 10. 18 18 36
164 165 330
The experimental and control group were given initial and a final test of knowledge. Exercises
for the introductory test were developed on the example of TIMSS 2003. The final test was
developed to measure the content being taught in schools.
The experiment was carried in seven different groups (14 paired classes with average size of
20 students) with various subject in 4th and 5th grade mathematics such as: numeric
expressions with parenthesis, data processing and pie charts, perimeter, measurement (length,
surface, volume, mass and time) and geometry (vertex, segment, line and relation between
square and rectangle).
The classes in the experimental group ranged from 5-9 hours, depending on the size of
evaluated contents. The control group has been working in the same time layout, but the
teacher used resources she would otherwise use too. The teachers of the experimental group
were students of the Elementary education programme at the University of Maribor, in the
control group the lessons were conducted by class teachers. As an essential limitation in
research, we must highlight the poor equipment in schools, which were included in the
evaluation and different teachers for the experimental and control group. None of schools was

equipped with tablets and even though they had available computer classrooms, several issues
with the Internet occurred. We are also aware of the fact that teachers have a tremendous
influence on the atmosphere and openness of students to at least the same extent as an impact
of a certain type of a textbook (printed/ interactive).
Results and discussion
The initial test showed similar results between the experimental and control group. Control
group scored on average 69 % and experimental group 67 %. This means that both groups
have equal pre-knowledge and that appropriate conditions were set for the experiment.
On the final exam, control group scored on average 67 % and experimental group scored on
average 75 %. The detailed results are shown in Table 2.
Table 2: Initial and final test results
Content initial final
experimental control experimental control
pie chart 76% 78% 93% 89%
perimeter 76% 77% 72% 59%
measurement 73% 74% 61% 50%
5th grade average 75% 76% 75% 66%
mass/time 66% 65% 63% 49%
2D/3D shapes 69% 71% 72% 69%
vertex, segment, line 56% 57% 74% 65%
numeric expressions 69% 73% 88% 83%
operations on multiples of 10 47% 53% 73% 66%
4th grade average 61% 64% 74% 66%
average 67% 69% 75% 66%
Additionally all experimental groups but achieved better results on final test than the control
group pair. Experimental group surpassed paired control group in final test for more than or
equal to 9 % in experiments covering contents of measurement, mass/time, perimeter and 2D
and 3D shapes. In number expressions with parenthesis experimental group scored 7 % better
and in multiplying and dividing multiples of 10 for 5 %. The least difference (less than 5 %)
was found on the area of geometry (square-rectangle relation) and data processing (pie

charts). We therefore argue that no area of mathematics (arithmetic, algebra, measurement,
geometry, data) is especial favourable for e-learning.
The progress of 4th graders was similar to the progress of 5th graders therefore we can not
draw any conclusions regarding age suitability of i-textbooks. In Slovenia no i-textbooks are
written for students younger than 4th grade because of findings regarding reading on virtual
media.
The Slovenian school system is characterised by the fact that there is too much emphasis on
procedural and declarative type of knowledge and not enough on conceptual and problem
knowledge (Japelj Pavešić, Svetlik and Kozina, 2013). We are therefore very surprised by the
results in a subset of study sample that was dealing with geometric-measurement content of
perimeter (N=39). We discovered that the experimental group had better results in all four
types of knowledge, but not statistically significant in the procedural type of knowledge.
There is no statistically significant difference between two groups in procedural type of
knowledge (χ2 = 1.725, P = 0.422 ). In declarative, conceptual and problem knowledge, the
experimental group was statistically significantly better than control group (χ2 = 6.295, P =
0.043; χ2 = 10.025, P = 0.007 and χ2 = 6.613, P = 0.037 ). The results, however, can not be
generalized because of the size of the sample.
Conclusion
Evaluation of an i-textbook showed that the use of an i-textbook for teaching mathematics in
4th and 5th grade of primary school yields positive results on the cognitive field. We can also
assume that the impact of the use of an i-textbook on mathematical knowledge is relatively
independent from teaching of mathematical content, as our research confirmed a positive
effect on topics of Measuring, Arithmetic and Other content. If we add the results of previous
evaluations (Antolin and Lipovec, 2010) made with e-materials for geometric content in 6th
grade, which were carried out by a similar group of authors as i-textbooks, we can see that all
fields of mathematics are covered, except algebra. The limitations of this evaluation are
reflected in the fact that it covers only the second third-year and that the sample was not
representative. Despite these limitations, we believe that we can confirm our hypothesis, that,

in observed examples, i-textbooks have a positive influence on mathematical knowledge of
students.
Further, the findings confirm he efficacy of blended learning. In lessons, where students
worked only with e-teaching materials (usually consolidation trough generated exercises),
students lost motivation towards the end of the lesson, however, where made an introduction
to these lessons without a computer, and then included the use of a computer, students
remained focused until the end of a lesson.
At the end we would like to highlight the impact of an i-textbook on different types of
knowledge. We believe that these attributes are not only a result of the medium (e-form), but
also a result of a specifically designed methodical approach. Our reasoning is in line with the
findings of Ameis (2006) and Clark and Mayer (2008), who stress that the quality and
presentation of e-learning content are a key factor for effective learning, where clearness and
interactivity are not sufficient by themselves. Interactive and dynamic elements can play a
constructive or a destructive role in the learning process. They can be a useful tool in ensuring
active participation of a student, with a better presentation of the facts and a deeper
understanding of the material. Misused elements however can cause a student to loose focus
of the essential objective (Lipovec, Kobal in Repolusk, 2007). We hope that with this premise
in mind i-textbooks can be used as an efficient learning resource for mathematics.
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