Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction

Autor/inn/en	Foster, Matthew E.; Anthony, Jason L.; Clements, Doug H.; Sarama, Julie; Williams, Jeffrey M.
Titel	Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction
Quelle	47 (2016) 3, S.206-232 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Education; Arithmetic; Kindergarten; Computer Assisted Instruction; Computer Software; Evaluation; Low Income Students; Mathematics Instruction; Pretests Posttests; Numeracy; Scores; Achievement Tests; Vocabulary; Hierarchical Linear Modeling; Statistical Analysis; Number Concepts; Mathematics Skills; Mathematics Activities; Likert Scales; Texas; Expressive One Word Picture Vocabulary Test; Texas Essential Knowledge and Skills; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mathematische Bildung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Computer based training; Computerunterstützter Unterricht; Evaluierung; Mathematics lessons; Mathematikunterricht; Rechenkompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Wortschatz; Statistische Analyse; Number concept; Zahlbegriff; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Likert-Skala
Abstract	This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds. [This paper was published in "Journal for Research in Mathematics Education" (EJ1100307).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01