The Impact of Educational Apps on Trajectories of Early Mathematical Thinking de APP
Carlos Mera Cantillo, Estíbaliz Aragón Mendizábal, Malena Manchado Porras, María Inmaculada Menacho Jiménez, Flavia S. Arrigoni, Mari Carmen Canto López, Jose I. Navarro Guzmán
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Source: Crossref
Published: Apr 1, 2025
DOI: 10.25115/ejrep.v23i65.9868
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Introduction. The main goal of this study was to validate six educational apps developed for training the cognitive fundamentals associated with mathematical learning in Early Childhood Education students. Method. The mathematical performance of 193 Early Childhood Education students aged between 57 and 79 months (M=63.3, SD=3.7) from various schools was assessed using the TEMA-3. They were divided into three groups: two experimental groups and one control group. Students in the experimental groups underwent a training program in cognitive processes related to mathematical learning using Apps. A pre- and post-intervention comparative analysis was conducted. Results. The training program with apps showed significant gains in those students who had low scores in the pre-assessment tests. As expected, students at higher levels also improved with the training program. However, those students who started with a disadvantage in mathematical learning achieved a significant scores improvement, especially in measures of formal mathematical thinking. Discussion and Conclusion. The advantages derived from the use of these Apps, both in the school environment and at home, are discussed.
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