The Use of Technology in Teaching Addition among Grade one Pupils in Calicanto Elementary School

Abstract

INTRODUCTION

Early childhood mathematics is important for young children's present and future educational success. Technology has an essential role in teaching mathematics. Using technologies to support learning and teaching is not a new process, but something that can bring challenges as well as benefits. ICT offers powerful opportunities for pupils to explore mathematical ideas. Unfortunately, many children's potential in mathematics is not fully maximized due to lack of opportunities and economical disadvantages. This study suggests supplementary activities and highlights the use of technology in teaching addition among the pupils while aiming to enhance their competency particularly in Mathematics.

METHODS

The descriptive type of research was utilized which made use of 35 grade one pupils. Ranking, weighted mean, and class proficiency level (CPL) equation were the statistical treatment of data used to quantify the results. Data collected dealt on the identification as to whether technology could be beneficial in enriching the pupil's performance in various lessons in addition.

RESULTS

Technology has distinct feature being used in teaching addition process. The lessons in addition in which technology were used are addition without regrouping, addition with regrouping, and adding mentally. The pupils showed very good performance in three lessons in addition wherein technology was utilized. The proposed supplementary activities were group work, downloadable worksheet exercises, and online games. Among the major strategies which could be employed in terms of teaching addition with the use of technology includes: power point presentations, instructional videos, computer games, video problems, apps and internet as perceived by the respondents.

DISCUSSIONS

Technology is essential in teaching and learning addition of numbers among grade one pupils. Teachers' attitudes play an important role in using technology in teaching and learning mathematics. Suggested activities can be provided with the internet sources. In addition, computer games, apps and instructional videos could also be helpful in motivating pupils to participate in the activities since there would be interesting characters and scenarios that could catch their interest. On the other hand, it must be emphasized that there must be strict adult supervision while pupils use the internet.