The adoption of information and communication technologies in primary education is crucial for adapting traditional classrooms to the digital era. Over time, young children are increasingly using touch screen technologies such as tablets at home and interactive whiteboards at school, either for leisure or for academic activities. However, the literature shows that there is still a gap between what is known about the benefits of using this technology and its real use in primary education settings. Most researchers have focused on the pedagogical theory behind using touch screen devices, but there are few empirical studies about how these technologies and different approaches affect students’ learning processes. This paper presents two learning experiences in a primary school in Fuenlabrada (Madrid-Spain) where primary students performed mathematics activities using a multi-touch table with two different methodologies: turns and consensus. The results show that both methodologies help students acquire meaningful learning, but there is no statistically significance between them.

在初等教育中采用信息和通信技术对于使传统教室适应数字时代至关重要。随着时间的流逝，幼儿越来越多地使用触摸屏技术，例如在家中的平板电脑和学校中的交互式白板，以用于休闲或学术活动。但是，文献表明，在使用这种技术的好处与实际在小学教育环境中使用之间的认知之间仍然存在差距。大多数研究人员将注意力集中在使用触摸屏设备的教学理论上，但是很少有关于这些技术和不同方法如何影响学生学习过程的实证研究。本文介绍了在Fuenlabrada（西班牙马德里）的一所小学中的两种学习经历，在该小学中，小学生使用具有两种不同方法的多点触控表进行了数学活动：转弯和共识。结果表明，两种方法都可以帮助学生获得有意义的学习机会，但是它们之间没有统计学意义。