# An evaluation of interactive tabletops in elementary mathematics education

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## Abstract

This research examined the effect that a relatively new Computer Supported Collaborative Learning (CSCL) device, specifically an interactive tabletop, has on elementary students’ attitudes toward collaborative technologies, mathematical achievement, and the gender gap in mathematics. Prior research has shown many positive effects of CSCL technologies on mathematics education, such as increased math performance and an increased interest in math. Further, previous research has shown inconsistent results regarding gender differences in mathematics and has not examined the effect that CSCL technology has on the gender gap. Therefore, the effects of interactive tabletops on math performance, attitudes, and gender differences were examined. This study was conducted using a sample of 53 elementary students. The technology was brought to the classroom twice each week for an entire academic semester. To obtain a more accurate understanding of the influence of the CSCL technology, both self-report data and performance data were collected. Specifically, changes in students’ attitudes and reactions and changes in cognitive learning were measured. The results show that students learn and react favorably towards interactive tabletops. Implications for future research are discussed.

## Keywords

Computer Supported Collaborative Learning Mathematics Elementary students Gender differences Interactive tabletops## Notes

### Acknowledgments

This material is based on research sponsored by Defense Advanced Research Projects Agency (DARPA) under agreement number FA8750-09-1-0208. The U.S. Government is authorized to reproduce and distribute reprints for Governmental purposes notwithstanding any copyright notation thereon. The views and conclusions contained herein are those of the authors and should not be interpreted as necessarily representing the official policies or endorsements, either expressed or implied, of DARPA or the U.S. Government. The authors would like to thank Joseph Mazzola, Courtney Nelson, Kelsey Parker, Lauren Robertson, and Mathias Simmons for their helpful comments and suggestions. The authors would also like to thank Annalise Brady and Liang Kong for their contributions in designing the educational game and providing technical support.

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