Understanding counting by tens up to 100 is a core component of early numeracy and place-value development in first-grade primary education. This study investigated the effect of tablet-based digital activities on students’ understanding of increasing and decreasing by ten, with particular attention to Special and Inclusive Education. A quasi-experimental design with a control group was implemented. The sample consisted of 82 first-grade students from public primary schools, including students with disabilities and learning difficulties, who formed an integral part of the research sample. The experimental group (n = 41) participated in a four-week instructional intervention using specially designed tablet-based digital activities, while the control group (n = 41) followed conventional instruction based on the standard curriculum.
A researcher-developed assessment tool was administered as both a pre-test and a post-test, allowing for direct comparison of students’ performance before and after the intervention. The assessment measured students’ ability to count forward and backward by tens up to 100 and to recognize numerical patterns related to base-ten structure. The digital activities emphasized visual representations, interactive number lines, immediate feedback, and differentiated task progression, supporting diverse learning needs within the classroom.
The results showed that the experimental group achieved significantly greater improvements in post-test scores compared to the control group. Notably, students with disabilities and learning difficulties demonstrated clear progress in accuracy and conceptual understanding, indicating that the tablet-based intervention functioned as an effective supportive tool within an inclusive instructional context.
The findings suggest that well-designed tablet-based digital activities can enhance early numeracy skills and contribute positively to Special and Inclusive Education practices in first-grade classrooms, supporting meaningful learning outcomes for students with diverse educational needs.
