The Number Race -- Computer-Assisted Intervention for Mathematically Low-Performing First Graders

Autor/inn/en	Hellstrand, Heidi; Korhonen, Johan; Linnanmäki, Karin; Aunio, Pirjo
Titel	The Number Race -- Computer-Assisted Intervention for Mathematically Low-Performing First Graders
Quelle	In: European Journal of Special Needs Education, 35 (2020) 1, S.85-99 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Korhonen, Johan) ORCID (Aunio, Pirjo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/13488678.2019.1615792
Schlagwörter	Grade 1; Elementary School Students; Computer Assisted Instruction; Educational Technology; Intervention; Low Achievement; Mathematics Instruction; Program Effectiveness; Mathematics Skills; Computation; Arithmetic; Learning Problems; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Unterdurchschnittliche Leistung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lernproblem; Ausland; Finnland
Abstract	This manuscript presents a study in which the new version of the computer-based training programme, The Number Race (NR), was used as an intervention for mathematically low-performing children in grade one (M[subscript age] = 86.46, SD = 3.89). In addition to ordinary teacher instruction in mathematics, the intervention group (n = 29) received NR training for 15-minute sessions, 3-4 days per week, during a four-week period. One comparison group comprising mathematically low-performing children (n = 27) and another comprising average-performing children (n = 278) received only ordinary teacher instruction in mathematics during this period. The children's mathematical skills (e.g. counting and basic arithmetic skills) were measured three times during grade one, using three parallel tests. The grouping was based on the first assessment, using the lowest 20th percentile as the cut-off point in the test. The NR intervention took place between the second and third assessments. There was no statistically significant NR intervention effect found in this study. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01