Raising Early Achievement in Math with Interactive Apps: A Randomized Control Trial

Autor/inn/en	Outhwaite, Laura A.; Faulder, Marc; Gulliford, Anthea; Pitchford, Nicola J.
Titel	Raising Early Achievement in Math with Interactive Apps: A Randomized Control Trial
Quelle	In: Journal of Educational Psychology, 111 (2019) 2, S.284-298 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000286
Schlagwörter	Mathematics Achievement; Computer Uses in Education; Computer Oriented Programs; Mathematics Instruction; Early Childhood Education; Instructional Effectiveness; Preschool Children; Foreign Countries; Small Group Instruction; Play; United Kingdom + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Computernutzung; Computerprogramm; Mathematics lessons; Mathematikunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Unterrichtserfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Spiel; Großbritannien
Abstract	Improving provision and raising achievement in early math for young children is of national importance. Child-centered apps offer an opportunity to develop strong foundations in learning math as they deliver one-to-one instruction. Reported here is the first pupil-level randomized control trial in the United Kingdom of interactive math apps designed for early years education, with 389 children aged 4-5 years. The original and rigorous research design disentangled the impact of the math apps as a form of quality math instruction from additional exposure to math. It was predicted that using the apps would increase math achievement when implemented by teachers in addition to standard math activities (treatment) or instead of a regular small group-based math activity (time-equivalent treatment) compared with standard math practice only (control). After a 12-week intervention period, results showed significantly greater math learning gains for both forms of app implementation compared with standard math practice. The math apps supported targeted basic facts and concepts and generalized to higher-level math reasoning and problem solving skills. There were no significant differences between the 2 forms of math app implementation, suggesting the math apps can be implemented in a well-balanced curriculum. Features of the interactive apps, which are grounded in instructional psychology and combine aspects of direct instruction with play, may account for the observed learning gains. These novel results suggest that structured, content-rich, interactive apps can provide a vehicle for efficiently delivering high-quality math instruction for all pupils in a classroom context and can effectively raise achievement in early math. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01