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Exploring the Use of Mathematics Apps for
Elementary School Students
Robin Kay
University of Ontario Institute of Technology
Oshawa, Canada
robin.kay@uoit.ca
Sharon Lauricella
University of Ontario Institute of Technology
Oshawa, Canada
sharon.lauricella@uoit,ca
Abstract: Previous research on the use of apps in elementary school classrooms has employed general
measures of attitude and learning performance to assess overall tablet use. This study uses a reliable,
validated metric for attitude and content-based learning performance measures based on Bloom’s revised
taxonomy (Anderson and Krathwohl, 2001) to examine the use of mathematics apps. Based on survey
and open-ended responses from 127 grade 4 to 6 students, the majority of students rated the design,
engagement and learning value of apps highly. Additionally, learning performance improved significantly
for remembering (61% increase), understanding (21% increase) and application (23% increase) knowledge
categories. Key app features identified as helping learning included providing important details,
efficiency, clarity, and guiding questions. Problem areas for apps included confusing instructions or
explanations and inappropriate difficulty levels.
Introduction
Attitudes
The vast majority of research on apps in education has focussed on student attitudes toward overall tablet use in
the classroom. Many studies reported positive attitudes or motivation toward tablet use while learning mathematics
at the elementary school level. Allouch (2014) noted that primary school students liked working with tablets, while
Heinrich (2012) reported that 90% percent of middle and secondary school students enjoyed learning with using
tablets.. Boogart et al. (2014), in a case study of kindergarten to grade 4 students, observed that a majority of
students worked harder and were more motivated when they use tablets. Clarke & Luckin’s (2013) study indicated
that tablets created a highly personal and motivating learning experience for primary school students. Kyanka-
Maggart (2013) revealed that grade 5 and 6 students preferred using tablets to a traditional pen and paper approach
when solving mathematics problems. Riconscente (2014) added that grade 4 students liked using tablets when
solving fraction problems.
On the other hand, several studies have reported that tablets had a minimal impact on student attitudes and
motivation. Swicegood’s (2015) study of 40 grade 2 students revealed that half of the students preferred to use the
tablets in mathematics class, while the other half preferred a paper and pencil format. Harris (2015) reported that the
attitudes and motivation of grade 3 students in need of extra support in mathematics did not change as a result of
using tablets. Finally, Singer (2015) noted that student attitudes toward using tablets versus a paper and pencil
approach were not significantly different.
To decipher and understand these conflicting results, it is worthwhile addressing two clear gaps in the research.
First, most studies have focussed on tablet use in elementary school mathematics and not the actual apps used.
Ultimately, the applications and how they are used to will determine the effectiveness of any technology used to
learn mathematics. Second, the measurement of attitudes and learning has been less than systematic. Attitude
scales rarely offer estimates of reliability and validity. This paper addresses both use of applications in learning
math, and employs a reliable, valid scale for assessing attitudes relative to use of these mobile apps.
Learning Performance
A number of studies have reported that tablet use had a positive impact on mathematics learning performance
for elementary school students. Assam et al. (2013) noted that test results improved significantly for at-risk grade 4
students who used mathematics apps. Boogart et al. (2014) observed that 93% of the K-4 elementary school
teachers believed that tablets had a positive impact on student learning. Garwood (2013) identified that the
achievement levels of grade 3-6 students increased when using tablets for learning mathematics. Harris (2015)
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added that the accuracy and speed of single-digit multiplication increased for elementary school students in need of
extra help. Herro (2012) reported that students who used tablets to learn mathematics outperformed students in the
control groups. Riconscente’s (2013) observed that grade 4 students’ fraction knowledge increased by 10-15% after
using the Motion Math Fraction App. Finally, in a large-scale study of 480 elementary school students, performance
in mathematics increased overall after using apps (Trujillo et al., 2013).
At least five studies indicated that there was no significant academic impact on student learning as a result of
using apps to learn mathematics in elementary school classrooms (Carr, 2012; Hall, 2015; Garwood, 2013; Leidman
et al., 2014; Singer, 2015). Carr (2012) reported that there was no significant difference in math scores between the
grade 5 students (n=56) who had access to iPads and students who did not. Hall (2015) claimed that there were no
significant differences in grade 4 mathematics achievement between traditional and tablet-based practice. Garwood
(2013) observed that the achievement levels of grade 3-6 students increased when using tablets for learning
mathematics. Leidman et al. (2014) reported that there was no significant improvement in achievements when
comparing elementary school students (n=131) who participated in the iPad intervention program to those who did
not. Finally, Singer’s (2015) mixed methods study with 233 students noted that there few differences between
students in tablet-based and traditionally taught mathematics classes.
Similar to the assessment of student attitudes toward apps, learning performance research is limited in at least
two ways. First, the focus of the research is inconsistent. Many studies examine overall tablet use - only a few
examine specific apps. It is argued that examining the impact of specific mathematics apps will provide specific
information on what works and why. Second, the measurement of learning performance is inconsistent, relying on
teacher feedback, casual observations, and general measures. A more specific analysis, targeting a range of learning
outcomes, could be more fruitful with respect to identifying what kind of knowledge is affected by mathematics
apps.
Purpose
The purpose of this study was to provide a systematic and comprehensive analysis of attitudes and learning
performance as a result of using apps to learn mathematics in elementary school classrooms.
Method
Participants
After obtaining consent from their parents, 127 elementary school students (67 boys, 54 girls, 6 unidentified) from
grades four (n=30), five (n=54) and six (n=43) participated in the study. Fifty-seven percent of the students agreed
or strongly agreed that they were confident in their mathematics ability. Eighty-nine percent of the students agreed
or strongly agreed that they were confident in their computer ability. Six teachers (3 male, 3 female) with three to
23 years teaching experience (M=8.3, SD =8.0) integrated mathematics apps into classrooms comprised of 6 to 26
students (M=21.1, SD =7.6).
Apps
Students used one of five mathematics apps from the Explore Learning Repository (see
https://www.explorelearning.com) including Fraction, Decimal and Percent, Modeling Fractions, Probability
Simulations, Spin the Big Wheel, and Stem and Leaf Plot. Each app came with an exploration guide and assessment
quiz. Five out of six teachers agreed or strongly agreed that they had enough time to complete the app lesson. All
teachers stated that the main purpose of using the app was to have students explore a new concept.
Context and Procedure
All teachers participated in a half-day training program focused on selecting, using and evaluating mathematics
apps. One hundred percent of teachers agreed or strongly agreed that they were properly trained to use the apps,
satisfied with the app lesson plan, and comfortable using the app. Four teachers had students work in pairs, while
one had students work individually with the assigned mathematics app.
Students were administered a pre-test, typically obtained from the app material provided, before using the
mathematics apps for 20 to 90 minutes (M=46.7, SD =24.0). After the app was used, a post-test, similar or the same
as the pre-test, was administered. After the post-test, students were asked to fill in the survey questions.
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Data Collection
Attitudes-Likert Questions
A paper-based survey was used to assess student attitudes toward using apps in the mathematics classroom. The
survey, developed and validated by Kay (2011), consisted of 10, five-point Likert scale items focusing on the design
(3 items, r= 0.72), engagement (4 items, r= 0.85), and learning value (3 items, r= 0.83) of mathematical apps. In
addition, students were asked two open-ended questions about what they liked and disliked about using mathematics
apps.
Attitude – Open-Ended Responses
Elementary school students provided 109 comments about what they liked about mathematics app and 63 comments
about what they did not like. Each of these comments was categorized under general impression, design,
engagement, and learning value categories.
Learning performance
Five out of the six teachers in this study used the assessment tool provided with the mathematics app selected. Items
were categorized based on Bloom’s taxonomy (Anderson and Krathwohl, 2001) and organized into remembering,
understanding, and application knowledge areas. A comparison was conducted between pre-and post-test scores for
each category.
Results & Discussion
Attitudes Toward Mathematics Apps
General Impressions
Overall, almost one-third of all positive comments (30%, n=33) indicated that students liked using the mathematics
apps. A number of students noted that they liked “everything”, while others appreciated the opportunity to try
something new, outside of the regular classroom routine. Only eight students articulated negative comments about
their overall experience using the mathematics apps (e.g., “I did not like this app at all” or “I liked nothing”). Based
on student qualitative responses, most elementary school students in this study reacted positively toward using
mathematics-based apps. This result is consistent with previous research on elementary school students attitudes
toward using tablets (Allouch, 2014; Boogart et al., 2014; Clarke & Luckin, 2013; Heinrich, 2012; Kyanka-Maggart,
2013; Riconscente, 2014). However, a more detailed analysis of attitudes toward design, engagement and learning
value provides a more balanced and nuanced perspective.
Design
The survey data indicated that 60 to 70% of elementary school students agreed that the mathematics apps were easy
to use and included good graphics and colours (Table 1). Fifteen percent (n=16) of the student comments focused on
what students liked about app design. They appreciated that the apps were easy to use (e.g., “I liked the fact that
they were easy to use”) or liked certain features like number lines, pictures, boxes, and diagrams. (e.g., “I liked how
you could have it your way and love the pictures and the colours”). On the other hand, half of all negative comments
(51%, n=32) focused on what students did not like about the design, including confusing instructions or explanations
(e.g., “Some of the instructions were confusing”), lack of interest or boring content (e.g., “I think they could have
made the app a bit more interesting, fun, and colourful”), and challenge level (e.g., “All the activities look very
complicated. When you check your answer, it looks confusing”). While the survey data suggested that many
students liked the design of the mathematics apps, the open-ended responses indicated there were opportunities to
improve the quality of these apps. Teaches and developers need to take notice that apps can be confusing, boring
and overly challenging for some students. Future research, perhaps in the form of focus groups or think-aloud data
(where students are video reordered while using the apps) could help to identify specific problem areas.
Furthermore, teachers may need to rotate around the classroom more frequently to provide additional support to
students who are struggling.
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Table 1. Elementary Students Attitudes toward App Design
Factor Mean (SD) 1% Disagree % Agree
The app was easy to use. 4.0 (1.0) 9% 72%
The graphics in the app were good. 3.9 (1.1) 13% 61%
The colours in the app looked good 3.9 (1,1) 17% 72%
1 Based on a 5-point Likert scale (Strongly Disagree to Strongly Agree)
Engagement
About two-thirds of the elementary school students agreed that mathematics apps made learning fun and interesting,
and that they would like to use the apps again (Table 2). Almost one-quarter of all positive comments targeted app
engagement (23%, n=25). Two main themes emerged including opportunities to interact and manipulate objects
within the apps (e.g., “I like how you can do hands-on things instead of just answering questions” or “I like the part
when we got to make our own graph”) and making learning fun (e.g., “It made learning fun”). Conversely, only one
student commented on the lack of engagement (e.g., “You could make it more fun”). Both survey and qualitative
data suggested that engagement is high for most elementary school students when they were using mathematics
apps.
Table 2. Elementary Students Attitudes toward Engagement Value of Apps
Factor Mean (SD) 1% Disagree % Agree
The app made learning fun. 3.8 (1.3) 13% 61%
The liked using the app. 3.9 (1.1) 9% 71%
The app made learning more interesting. 3.8 (1.1) 15% 64%
I would like to use apps again. 3.8 (1.3) 24% 66%
1 Based on a 5-point Likert scale (Strongly Disagree to Strongly Agree)
Learn
Almost two-thirds of the elementary school students believed that the mathematics app helped them learn, however,
only four out of ten students believed that the graphics and animations helped improve learning. Almost one-third
of the positive comments about apps focused on learning value (20%, n=33). Students noted that the apps helped
them learn by providing important details (e.g., “I liked how it explained everything in a lot of detail”), efficiency
(e.g., “I like how we used the app because it helps me learn quicker”), clarity (e.g., “I liked how Gizmos were really
clear and helped me understand.”), and guiding questions (e.g., “I liked the variety and how the app has questions to
answer after you finish”). On the other hand, one-third of all negative comments involved learning (35%, n=22).
Key problem areas included difficulty level (e.g., “There were sometimes hard questions that the app did not help
with”) and confusion or lack of understanding (e.g., “I really didn't understand it” or “Sometimes it was a bit
confusing”). Similar to the design category, the learning value of apps was rated relatively high on the Likert
questions, however, there are problem areas that need to be addressed including difficulty level and lack of
understanding. A more detailed qualitative analysis of how students learn with apps is required to identify the
specific causes of learning problems and how they might be rectified. In some cases, the app may need to be
modified; in other cases, teacher support may be sufficient.
Table 3. Elementary Students Attitudes toward Learning Value of Apps
Factor Mean (SD) 1% Disagree % Agree
The app helped me learn. 3.7 (1.2) 14% 65%
The graphics and animations from the apps helped me learn. 3.2 (1.2) 22% 40%
The app helped me understand the topic we were learning
better.
3.7 (1.3) 18% 58%
1 Based on a 5-point Likert scale (Strongly Disagree to Strongly Agree)
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Learning Performance
Remembering
After using the app, elementary school students’ scores on remembering tasks increased from 35% to 96%. The
difference of 61% was statistically significant (t(22)=6.47, p <0.001) and considered large based on Cohen’s D
(d=1.88) (Cohen, 1988, 1992).
Understanding
After using the app, elementary school students’ scores on tasks that focused on understanding increased from 39%
to 60%. The difference of 21% was statistically significant ( t(93)=5.99, p <0.001) and considered large based on
Cohen’s D (d=0.56) (Cohen, 1988, 1992).
Application
After using the app, elementary school students’ scores on application tasks increased from 45% to 68%. The
difference of 23% was statistically significant (t(51)=4.03, p <0.001) and considered large based on Cohen’s D
(d=0.55) (Cohen, 1988, 1992).
Overall, the mathematics apps in this study appeared to have a significant impact on short-term learning with respect
to remembering, understanding and application. Their results are consistent with, but more specific than previous
studies (Assam et al.,2013; Boogart et al., 2014; Garwood; 2013; Harris, 2015; Herro, 2012; Riconscente, 2013;
Trujillo et al., 2013). Higher level activities such as evaluating and creating were not present and may reflect the
stage of learning mathematics appropriate for elementary levels students. More research is required on a broader
spectrum of apps and range of students to complement and verify these results.
Summary
This study shifted the focus of previous research studies from tablet technology to the actual apps used. A mixed-
methods study revealed that most elementary school students had positive attitudes toward the design, engagement,
and learning value of the five apps evaluated. Nonetheless, several problem areas emerged for some students in
terms of app design and learning value including confusing instructions, lack of interest, challenge level, and
difficulties following and understating the concepts addressed. More research is needed in the form of focus groups,
or think-aloud, recorded walkthroughs of apps to identify specific problem areas and whether they can be addressed
with design changes or teacher support. Use of these apps resulted in significant short-term learning performance
gains in remembering, understanding and applying knowledge. Students appreciated that the apps highlighted
important details, efficiency, clarity, and guiding questions. Further research is needed on a wider variety of apps
and a broader focus of knowledge areas to confirm and extend these results.
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