In this study we investigate the effects of long-term technology enhanced learning (TEL) in
mathematics learning performance and fluency, and how technology enhanced learning can
be integrated into regular curriculum. The study was conducted in five second grade classes.
Two of the classes formed a treatment group and the remaining three formed a control group.
The treatment group used TEL in one mathematics lesson per week for 18 to 24 months.
Other lessons were not changed. The difference in learning performance between the groups
tested using a post-test; for that, we used a mathematics performance test and a mathematics
fluency test. The results showed that the treatment group using TEL got statistically
significantly higher learning performance results compared to the control group. The
difference in arithmetic fluency was not statistically significant even though there was a small
difference in favor of the treatment group. However, the difference in errors made in the
fluency test was statistically significant in favor of the treatment group.