The impact of a technological intervention program on learning mathematical skills
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The impact of a technological intervention program on learning mathematical skills Omar Cóndor-Herrera 1
& Carlos
Ramos-Galarza 2,3
Received: 22 May 2020 / Accepted: 18 August 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Learning mathematics is a challenge in the current educational context. This is demonstrated by a high percentage of students who both fail to develop these numerical-type skills and have a low academic performance. This research performs a quasi-experiment to develop mathematical skills and knowledge. The sample consisted of 54 students (20 female and 34 male) between 10 and 14 years old (Mage = 11.11, SD = .79) organized into two groups. First, an experimental group (N = 26) that received a technological intervention of learning virtual objects and second, a control group (N = 28). The results shown a statistical significant interaction between the experimental group and the post-test, which suggests that the intervention improves the skills to solve root exercises F(1, 52) = 10.41, p = .002, η2 = .17, with a significant main effect F(1, 52) = 1184.02, p =
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