Comparativa entre Clickers y Turning Point frente a f ichas para matemáticas en 3 años

Abstract

An intervention has been designed in a 3-year-old classroom with 22 students in which 8 mathematics sessions were carried out. The contents were related to geometry, visual perception, numbering, spatial orientation and measurement. The methodology was EMAT type that begins with an introduction in the assembly to move on to manipulation and ends with the completion of a reinforcement sheet. The intervention proposes the use of remote controls (clickers) after completing the form in order to compare both results. Clickers are used to answer mathematical questions on a Power Point tuned with the Turning Point application. The app stores each student’s individual answers and displays bar charts of the voted answers. The questions asked in each session are closely related to the sheet made. The use of the ICT tool for 3-year-old students was validated through the analysis of the degree of compliance with 5 standards: usability, attention, care, respect for turns and pressing only buttons A, B or C. Of the 23 questions posed with clickers, none had a success rate of less than 20%. There was one question between 20 and 30% correct, one between 40 and 50% and another between 50 and 60%. The other 20 questions were answered correctly by more than 60% of the class. Almost half of the questions were correct by between 80 and 90% of the group. The majority of students were very satisfied with the experience, considering it easy and fun. Only a small percentage of students expressed their dissatisfaction, indicating that they did not like it or that they found it difficult and not very entertaining (approximately 11%). Overall, the teacher found the experience motivating and rewarding, and stated that she would use it in any area and course due to its flexibility and adaptability. The clickers were effective in reinforcing content and their degree of compliance/correctness was similar to that of the tokens. Students and teachers increased their motivation and were highly satisfied. Some struggling students especially benefited from the experience.