Evaluation of the i-textbook for mathematics in elementary school: triangle in 7th grade

Učitelji matematike se vsakodnevno srečujejo z željo po boljšem uspehu in znanju učencev. V sodobnem svetu se ta želja mnogokrat prekriva s pridobivanjem informacij. Uspešno pridobivanje informacij pa omogoča sodobna informacijsko-komunikacijska tehnologija. Tehnološki dosežki so tako na najrazličnejše načine vstopili v vzgojno-izobraževalni sistem. Uporaba računalnikov, diaprojektorjev, tabličnih računalnikov in podobnega je v različnih sodobno opremljenih šolah del vsakdana. V naši raziskavi smo zato želeli preveriti uporabnost ene izmed sodobnih tehnoloških orodij po imenu interaktivni učbenik. Tak učbenik nam omogoča interakcijo med učencem in učbenikom ter daje učencu povratno informacijo o napredku. Hkrati smo želeli s tem preveriti, ali različni učni stili učencev i-učbenik različno dojemajo oziroma ali vsem učnim stilom pomaga enako dobro do višjih kognitivnih spoznanj. Za namene našega pedagoškega eksperimenta smo učence poučevali v dveh skupinah, in sicer v kontrolni in eksperimentalni skupini. Eksperimentalna skupina je uporabljala tehnologijo i-učbenika, medtem ko je kontrolna skupina uporabljala tradicionalni učbenik. Skupini sta bili po vseh statističnih analizah enakovredni in rezultati so pokazali, da med njima pri finalnem testu ni prišlo do statistično pomembnih razlik. Ugotovili pa smo, da so bili ob uporabi i-učbenika statistično pomembno boljši učenci, ki so se opredelili kot učenci, ki jim je bližje vizualni učni stil.Math teachers are faced with the desire to improve students\u27 success and knowledge every day. In the modern world this desire often overlaps with the acquisition of information. Successful acquisition of information is in terms provided by modern information and communication technology. Technological achievements have entered the educational system in many ways. The use of computers, slide projectors, tablet computers and the like are a part of everyday life in every modern schools. In our research we wanted to check the usefulness of one of the latest technological tools, the interactive textbook. Such textbooks allow an interaction between the pupils and the textbook and gives students feedback on the progress. At the same time, we wanted to check whether different learning styles of pupils made them comprehend the i-textbook differently and if it helps all the study styles equally to achieve higher cognitive insights. For the purposes of our pedagogical experiment, the pupils were divided into two groups, the control group and the experimental group. The experimental group used the technology of i-textbooks, while the control group used a traditional textbook. The statistical analysis showed that the groups were equivalent in the results, which showed that there were no statistically significant differences between them during the final test. However, we have found out that pupils who opted to be closer to the visual learning style were statistically better while using the i-textbooks