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Teaching and Learning Mathematics in Primary Education: The Role of ICT-A Systematic Review of the Literature

Author

Listed:
  • Carmen Rodríguez-Jiménez

    (Department of Didactics and School Organization, Faculty of Education and Sport Sciences of Melilla, Campus Universitario de Melilla, University of Granada, 52071 Melilla, Spain)

  • Juan-Carlos de la Cruz-Campos

    (Department of Didactics and School Organization, Faculty of Education and Sport Sciences of Melilla, Campus Universitario de Melilla, University of Granada, 52071 Melilla, Spain)

  • María-Natalia Campos-Soto

    (Department of Didactics and School Organization, Faculty of Education Sciences, Campus Universitario de Cartuja, University of Granada, 18071 Granada, Spain)

  • Magdalena Ramos-Navas-Parejo

    (Department of Didactics and School Organization, Faculty of Education and Sport Sciences of Melilla, Campus Universitario de Melilla, University of Granada, 52071 Melilla, Spain)

Abstract

Nowadays, ICT play a fundamental role in education, as they are essential in all areas of knowledge at any educational stage. Specifically, in the area of mathematics, within the Primary Education stage, they are also very valid resources. This is demonstrated by the latest scientific studies. In recent times, the scientific literature has provided evidence of all this through different research studies. The aim of this paper is to analyze all those publications that deal with the teaching–learning processes of mathematics through ICT in primary education. The aim is to show the current state of the scientific literature and what elements and aspects to highlight are common to the documents analyzed. By means of the systematic literature review method, we analyzed 11 articles indexed in Scopus and the Web of Science, with the result that the use of ICT in this area is still scarce, as the volume of publications in this respect is very low. This could also indicate a prevalence of traditional methodologies associated with the teaching of mathematics that could hinder students’ acquisition of mathematical competence. However, those studies that show the use of ICT demonstrate that its use leads to an improvement in performance, motivation, and problem solving.

Suggested Citation

  • Carmen Rodríguez-Jiménez & Juan-Carlos de la Cruz-Campos & María-Natalia Campos-Soto & Magdalena Ramos-Navas-Parejo, 2023. "Teaching and Learning Mathematics in Primary Education: The Role of ICT-A Systematic Review of the Literature," Mathematics, MDPI, vol. 11(2), pages 1-12, January.
    • Handle: RePEc:gam:jmathe:v:11:y:2023:i:2:p:272-:d:1025616
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    References listed on IDEAS

    as
    1. Nicholas Zaranis, 2018. "Comparing the Effectiveness of Using ICT for Teaching Geometrical Shapes in Kindergarten and the First Grade," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 13(1), pages 50-63, January.
    2. Antonio-José Moreno-Guerrero & Santiago Alonso García & Magdalena Ramos Navas-Parejo & María Natalia Campos-Soto & Gerardo Gómez García, 2020. "Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom," IJERPH, MDPI, vol. 17(10), pages 1-13, May.
    3. Laura Estévez-Mauriz & Roberto Baelo, 2021. "How to Evaluate the STEM Curriculum in Spain?," Mathematics, MDPI, vol. 9(3), pages 1-17, January.
    4. Jeffrey C. Valentine & Therese D. Pigott & Hannah R. Rothstein, 2010. "How Many Studies Do You Need?," Journal of Educational and Behavioral Statistics, , vol. 35(2), pages 215-247, April.
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