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Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial
Abstract
With a randomized field experiment of 433 preschoolers, we tested a tablet mathematics program designed to increase young children’s mathematics learning. Intervention students played Math Shelf, a comprehensive iPad preschool and year 1 mathematics app, while comparison children received research-based hands-on mathematics instruction delivered by their classroom teachers. After 22 weeks, there was a large and statistically significant effect on mathematics achievement for Math Shelf students (Cohen’s d = .94). Moderator analyses demonstrated an even larger effect for low achieving children (Cohen’s d = 1.27). These results suggest that early education teachers can improve their students’ mathematics outcomes by integrating experimentally proven tablet software into their daily routines.
... As mentioned before, experimental studies assessing the efficiency of math learning apps for kindergarten children are limited. Schacter and Jo (2017) conducted one of the few noteworthy studies in this area of interest. They found that a twenty-two-week intervention with a montessorian math app improved preschoolers' math achievement in comparison with a research-based, hands-on math instruction program using manipulatives such as dice and cards. ...
... This may be the case in early primary school or also in kindergartens with a more academic approach, which commonly include a dedicated math curriculum. As such, the presence of regular kindergarten math instruction may be one of the factors underlying significant training effects in similar (albeit non finger-based) app-based math intervention studies (Outhwaite et al., 2019;Schacter & Jo, 2017), although further research is needed to evaluate this claim. ...
... Although guided play has been regarded as highly efficient for promoting learning through balancing teacher-directed instruction and child autonomy (Weisberg et al., 2016), direct instruction is argued to yield highest cognitive learning gains (Barnett, 2011). On the other hand, child-centered app-based approaches to math learning in kindergarten have also proven successful (Outhwaite et al., 2019;Schacter & Jo, 2017). However, an exact quantification of the extent and quality of adult-provided guidance as well as in-app embedded feedback present in these studies is not possible. ...
The ubiquity of mobile devices has made mobile touchscreen interaction a promising avenue for learning. Although children start using educational apps from early age, only a few apps adhere to interaction design recommendations and undergo empirical evaluation of their educational potential. In this paper, we describe the concept and design of an app developed for promoting early math learning through finger-based multi-touch interactions in kindergarten children. Drawing from research on embodied cognition, our app provides games for fostering finger counting as well as finger-based representation of cardinal magnitude and part-whole relations. The app's efficiency was empirically evaluated through a pre-post-intervention study design with two control conditions. Results revealed that a short-term intervention with the math app did not significantly improve children's math skills when compared to learning gains of both a content-matched, unplugged math training program and a passive, waiting list control group. We discuss possible methodological reasons underlying these results, considering key curricular differences for the effectiveness of app-based interventions in early childhood education. Finally, we reflect on the appropriateness of complex multitouch interaction for young kindergarten children and suggest future directions for research in child-centered interaction design.
... Thirteen studies used a range of active control groups in an experimental design (RCTs and QEDs). Five studies compared the maths app interventions to non-digital maths interventions (Grimes et al., 2020;Mattoon et al., 2015;Miller, 2018;Schacter & Jo, 2017;Zander et al., 2016). Importantly, unlike in the business-as-usual control groups, the different mathematical activities, and thus the potential mechanisms for learning, were differentiated. ...
... When comparing the maths app intervention to one-to-one and small peer group instruction, results showed immediate, near-transfer benefits for mathematical performance (Grimes et al., 2020;Schacter & Jo, 2017). However, the maths app intervention effects did not transfer to mathematical language skills (Grimes et al., 2020). ...
... A highly effective intervention was defined as a within-subject effect size (Cohen's d) greater than 1 (Hedge's g corrections applied to studies with sample sizes equal to or less than 50). In cases where math apps were evaluated in multiple studies (onebillion Maths 3-5 and Maths 4-6; Math Shelf), the most robust study (e.g., an RCT with the largest sample size) that had sufficiently reported data to calculate the within-subject effect size was used as an indication of children's learning outcomes (Outhwaite et al., 2018;Schacter & Jo, 2017). ...
Educational maths applications (apps) are an emerging trend in children’s learning environments aiming to raise their mathematical attainment. However, with over 200,000 educational apps available within the App Store (Apple, 2014), deciding which apps to use poses a significant challenge to teachers, parents, and policy makers. The current study aimed to advance our understandings of whether and how educational maths apps can support children’s learning, as well as outline gaps in current research evidence and practice. In doing so, the current study included: / • A systematic review (Part 1) to synthesise the current evidence on educational maths apps for young children in the first three years of compulsory school (e.g., ages 4-7 years in England; ages 5-8 years in the USA). / • A content analysis (Part 2) to examine the content and design features of different educational maths apps and how they may support children’s learning.
... When it comes to preschool mathematics, specifically, there is even more to it. Studies show that preschool teachers chose this career on the assumption that they will not have to worry about mathematics, as this is of secondary importance in preschool pedagogy [8,9]. Many preschool teachers also have a weak interest as well as negative experiences of mathematics from their own school days combined with low confidence in their own abilities (low self-efficacy) to work pedagogically with mathematics. ...
... Studies show large differences in mathematical ability between children already when they enter first grade [12,13]. At the same time, there is an abundance of evidence that efforts in preschool can reduce these differences [14,15,9,16,17,18]. This is hardly surprising as the amount of exposure, training, and practice is assumed to be a central factor behind the differences. ...
The article describes how a series of adaptions enabled us to carry out a controlled intervention study in 15 preschools, with 420 children and about 40 preschool teachers, during the Covid‑19 pandemic restrictions. The original overarching aim of the study was to develop and evaluate an early math intervention supporting children from low-SES environments to develop basic mathematical skills. The two main research questions addressed preschool children’s early math development using a digital play-&-learn game (anonymized), and the pedagogical impact of an integrated teacher resources package. Four guiding principles complemented the research questions: accumulation of new knowledge, collaboration & participatory design, experimental control & ecological validity, and real-world applicability. The focus of this article is on how data collections methods and analyses were adapted to handle the constraints induced by Covid‑19 without deviating from the original research questions and the four guiding principles. The adaptions clearly entailed methodological limitations. Yet the study demonstrates the possibility to conduct a remotely controlled effect study encompassing both ecological validity and real-world applicability
... In line with the preregistered protocol, a highly effective intervention in the QCA was defined as within-subject effect size >1. In cases where maths apps were evaluated in multiple studies (eg, onebillion Maths 3-5 and Maths 4-6; Math Shelf), the most robust study (eg, a randomised control trial with the largest sample size) that had sufficiently reported data to calculate the within-subject effect size was used as an indication of children's learning outcomes (eg, Outhwaite et al., 2018;Schacter & Jo, 2017). 1 ...
... Eight apps were suitable for this analysis (see Figure S1). The associated included studies focused on typically developing children aged between 4 and 7 years old with an experimental design (randomised control trial or quasi-experimental design) (Berkowitz et al., 2015;Cary et al., 2020;Grimes et al., 2020;Kosko & Ferdig, 2016;Outhwaite et al., 2018;Schacter & Jo, 2017;Spencer, 2013;Wu, 2020). Two studies reported subgroup analyses on children identified as underachieving in mathematics (Cary et al., 2020;Wu, 2020). ...
Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open‐access, three‐step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and app design features. When applied to a selection of available maths apps previously evaluated with children in the first 3 years of school (the final sample included 23 apps), results showed that practice‐based apps were the most common app type tested ( n = 15). Basic number skills, such as number representation and relationships, were the most common area of mathematics targeted by apps ( n = 21). A follow‐up qualitative comparative analysis showed observed learning outcomes with maths apps were enhanced when apps combined the following: a scaffolded and personalised learning journey (programmatic levelling) and explanations of why answers were right or wrong (explanatory feedback), as well as praise, such as ‘Great job!’ (motivational feedback). This novel evidence stresses the significance of feedback and levelling design features that teaching practitioners and other stakeholders should consider when deciding which apps to use with young children. Directions for future research are discussed.
Practitioner notes
What is already known about this topic Educational apps have been shown to support maths attainment in the first 3 years of school.
Several existing frameworks have attempted to assess the educational value of some of these maths apps.
Emerging experimental evidence also demonstrates the benefits of specific app design features, including feedback and levelling.
What this paper adds Practice‐based maths apps are the most common type of app previously evaluated with young children.
These evaluated maths apps have mostly focused on basic number skills.
The combination of explanatory and motivational feedback, with programmatic levelling (either dynamic or static), was a necessary condition for enhancing learning outcomes with maths apps.
Implications for practice and policy The inclusion of feedback and levelling in maths apps should be considered by app developers when designing apps, and by educational practitioners and parents when deciding which apps to use with their children.
Further consideration is also needed for the development of educational apps that include a broad range of maths skills.
... Why this is the case is unclear, but one hypothesis is that younger students may engage more with the novelty of the devices. Potentially, the apps developed for younger children are more -fun‖ and -engaging‖ and provide students with age-appropriate academic reinforcements without losing their interest (Blackwell, 2014;Schacter & Jo, 2017). Additionally, it may be easier to create apps based on early mathematical concepts such as number sense, one-to-one correspondence, shapes, basic measurement, and simple addition (Neumann & Neumann, 2014). ...
... Similarly, analyzing scores from a researchermade assessment with no reliability or validity measures did not correspond to lower effect sizes than scores from a standardized test. Researcher-made assessments typically closely corresponded with the actual problems completed through the app (Riconscente, 2013;Schacter & Jo, 2017;Zhang et al., 2015). However, standardized assessments typically do not align specifically with the material being systematically taught within an intervention, even if they do have adequate reliability and validity (Carr, 2012;Hassler Hallstedt et al., 2018). ...
There is debate over the effectiveness of using touch-screen tablet technology on overall student learning gains. This article provides a meta-analysis of studies that used tablets for the delivery of math interventions, programs, or apps to increase student math achievement. A total of 20 group design studies with 2,805 participants were included in the meta-analysis. Overall, tablet-based math interventions provided moderate positive effects for student math gains. Significant moderator variables included participant ethnicity, and socio-economic status, selecting a specific app for use, minutes in intervention, dependent variable, and type of control group. Discussion focuses on the need for more rigorous methodology and reporting of participant and design variables in future studies and the implications for researchers and practitioners when using tablets as a delivery method for math interventions.
... Researchers, focusing on early childhood education, point out that the utilisation of new mobile devices in the subject matter of Mathematics provides new potentials for young children to be actively and effectively involved with mathematical concepts (Schacter and Jo, 2017;Papadakis et al., 2016aPapadakis et al., , 2018bOuthwaite et al., 2019). New interactive technologies used with child-friendly ways enhance the conceptual and procedural mathematical knowledge. ...
... Papadakis et al. (2016aPapadakis et al. ( , 2018aPapadakis et al. ( , 2018b Tablet-based teaching is more effective than computerbased teaching in the development of children's mathematical ability. Schacter and Jo (2017) The mathematical thinking of early-year students can be enhanced through the appropriate use of a tablet software. Clements and Sarama (2013) Learning trajectories promote learning skills and concepts for early Mathematics education. ...
The adoption of digital technologies in early childhood settings attracts the attention of an increasing number of researchers and scholars throughout the globe. Despite the proliferation of investigations focusing on learning through digital technologies in preschool and early-primary education, there are fields of knowledge in which the impact of digital technologies has yet to be explored. A typical example is that of Nano-Science and nano-Technology (NST). NST is a new interdisciplinary field with products and applications (apps) that utilize the cutting-edge technology and is increasingly penetrating into today's everyday life, promising to solve global challenges. The objectives of this paper are to (a) examine, based on relevant literature, whether digital technologies could enhance the teaching of concepts related to NST in early childhood settings (b) present the perspectives of mobile devices and their educational apps in young childrens learning procedure. The study concludes with a theoretical analysis of the research findings and a brief proposal for future research.
... Researchers, focusing on early childhood education, point out that the utilisation of new mobile devices in the subject matter of Mathematics provides new potentials for young children to be actively and effectively involved with mathematical concepts (Schacter and Jo, 2017;Papadakis et al., 2016aPapadakis et al., , 2018bOuthwaite et al., 2019). New interactive technologies used with child-friendly ways enhance the conceptual and procedural mathematical knowledge. ...
... Papadakis et al. (2016aPapadakis et al. ( , 2018aPapadakis et al. ( , 2018b Tablet-based teaching is more effective than computerbased teaching in the development of children's mathematical ability. Schacter and Jo (2017) The mathematical thinking of early-year students can be enhanced through the appropriate use of a tablet software. Clements and Sarama (2013) Learning trajectories promote learning skills and concepts for early Mathematics education. ...
New interactive technologies in terms of smart mobile devices and accompanied applications (apps) attract an increasing attention in the field of preschool and early-primary education. This has risen a great amount of academic literature, and numerous implementation initiatives. Despite this widespread interest, successful integration of interactive technologies in preschool and early-primary education still faces unresolved issues and challenges. This paper refers mostly to smart mobile devices and their accompanied mobile applications (apps) at the device/platform level. Robotics, Mathematics, STEM and Literacy are discussed below, since these are the fields found to provide most opportunities in early childhood, especially promising to cultivate interests early in computing. The ultimate objective is to present a greater comprehension of the influence of new technologies on young children's learning procedure and its potential for early childhood education. The study ends up with a general analysis of the research findings and a short proposal for the extension of the understudy subject as well.
... The importance of math education in early childhood is widely acknowledged globally (Lee & Pant, 2017;Moomaw, 2015). Supporting children's math education from preschool to first grade is crucial for their future academic success (Lee, 2010;Schacter & Jo, 2017). One way of improving children's math skills in elementary and secondary school is to foster number sense skills, as demonstrated by longitudinal studies on how math skills improve during early childhood (Aubrey & Dahl, 2014;Jordan et al., 2009). ...
Empirical research on number sense to date has been conducted with preschoolers and elementary school students. Despite their contributions to the literature, these studies have used variable-centered analytic approaches that may prevent distinct number sense profiles for preschoolers and first graders from being identified. This study aimed to determine the number and proportions of distinct number sense profiles, the variables influencing these profiles, and the characteristics of the children with different profiles in the transition from preschool to elementary school. We conducted a quantitative study using a cross-sectional design for this purpose and used latent profile analysis to identify and describe distinct number sense profiles for preschoolers and first-grade students. A total of 1688 children, 848 from preschool and 840 from the first grade of elementary school, took part in the study. A Number Sense Screener was used to determine number sense profiles. The data collection tool used in the study was found to be reliable. Based on the findings of the study, we identified three profiles for both the preschoolers and first graders, namely, moderate very low, moderate low, and moderate high. We examined family and household income variables to help predict the profiles. We then took the characteristics and components of number sense that caused the differentiation in the profiles as revealed by the results of the study and discussed them in light of the literature.
... Similarly, while children were more likely to draw on the iPad in composing task contexts, they often provided richer oral language (in terms of ideas, syntactic structures, length of response) to supplement their writing/drawing samples. This aligns with research documenting children's engagement with iPads and other digital forms of technology (in composing; Rowe and Miller 2016) and that children approach tasks differently when using digital tech, respective to traditional approaches (e.g., Crescenzi, Jewitt, and Price 2014;Schacter and Jo 2017). Older, more skilled writers (see 'Annie,' above), often used slightly less sophisticated writing on the iPad. ...
Writing is a critical foundational literacy skill for preschool and kindergarten and has received increased attention in research and policy as a result. Further, the nature of literacy more broadly is shifting towards more digital forms and formats. Research suggests that children approach tasks with and without technology differently and similarly, other research suggests that young children approach writing differentially depending upon the task context. In a small sample (n = 35) of preschool and kindergarten children at university lab school, this study sought to understand children’s writing development in traditional (paper-pencil) and digital (iPad-stimulus/finger) contexts across a variety of writing skills. Results suggest that children have varied writing skills that develop considerably across the school year. Further findings indicate that children’s writing products and the ways they take up writing are often different depending on the context (traditional v. digital). Implications for practice are discussed
... The adoption of technological resources such as the tablet in the classroom enhances students' commitment, motivation and attention, even among children who find learning mathematics a challenge [15,16]. Hence, mobile devices in schools have now become an essential component of student learning [17,18]. ...
Information and Communication Technologies are now a common feature in classroom activities. The aim of this study was to present praxis developed for the tablet for use by primary education students (aged 6–12) studying the natural sciences and mathematics. This research is qualitative and follows the narrative-ethnographic approach. The study sample consisted of 120 primary education students and 52 educational blogs. The results and conclusions reveal praxis that is rarely innovative or ludic. The bulk of tablet-based activities were for natural sciences classes rather than mathematics, and the most common practice with the tablet in the natural sciences was information searching and content exploration. The most widely used apps were the Google search engine, YouTube and the tablet’s default apps (camera, image and video editor). Course content in the natural sciences focused on living beings and states of matter, and the activities developed for children to do on the tablet aimed to foster learning through discovery, exploration and enquiry. In mathematics, a traditional methodological approach was apparent in children’s use of the tablet for typical activities related to units of measurement.
... Vinculado a ello, son múltiples las referencias a investigaciones sobre STEM como forma de abordar el ámbito de conocimiento matemático, integrando a las matemáticas y la tecnología, las ciencias y la ingeniería (Dasgupta et al., 2019;Dorouka et al., 2020;Nadelson et al., 2017;Psycharis, 2018). Por último, destacar investigaciones en la que se apuesta por herramientas o metodologías concretas para el aprendizaje de las matemáticas mediadas por tecnología, como el uso del Flipped Classroom (Adams & Dove, 2016;Bhagat et al., 2016;Clark, 2015;Kirvan et al., 2015); la realidad aumentada (Cascales-Martínez et al., 2017;Demitriadou et al., 2020); o el impacto de la utilización de iPads o tablets (Schacter & Jo, 2017) en el proceso formativo matemático. ...
Introduction: The integration of technology in educational processes has been consolidated
as a reality in any context, at any stage and in any subject. This integration, beyond being
linked to the inclusion of specific content and the recognition of digital competence as a
basic skill, is linked to the consideration of technology as a tool at the service of learning,
associated with its potential as a methodological resource.
Method: Under this consideration, this paper analyses, from a bibliometric perspective, the
scientific production on the use of technology as a tool for learning mathematics in compulsory
schooling in the Scopus database. The sample is made up of 132 articles published
between 2015 and 2021, to which different bibliometric techniques (bibliographic coupling,
co-citation and co-occurrence) are applied.
Results: The results show an upward trend in scientific production on the phenomenon
under study, with higher indexation in the areas of social sciences and computer science.
Although most of the publications are in English-language journals, most of the research
is contextualised in Spain, followed by the United States. The co-occurrence identifies Secondary
Education as the main context, although there is also a notable presence of Primary
Education, with the presence of different methodological proposals. Finally, there is a notable
impact (in terms of number of citations) of the publications linked to the topic of study.
Conclusions: Thus, we conclude the relevance of technology-mediated mathematics learning
in compulsory schooling, outlining an area of study of priority projection in the coming
years.
... To code a robot for performing certain tasks, children were required use the mathematical reasoning skills. Additionally, recent research findings supported that using apps and mobile devices in early childhood classrooms improved children's mathematical thinking skills by enabling them to use mathematical concepts actively and effectively (Outhwaite et al., 2019;Papadakis et al., 2018b;Schacter & Jo, 2017). ...
Recently, coding and robotics education has started to be integrated into early childhood education in Turkey. The current study aims to investigate the effects of "Productive Children: Coding and Robotics Education Program (PCP)" on children's cognitive development skills, language development and creativity. Eighty children , enrolled in four different public kindergarten classrooms, participated in the study. Four classrooms were randomly assigned to two experimental and two control groups. The PCP was implemented in the experimental group at least twice a week for nine weeks. This program consists of three parts: unplugged coding, robotic tools and block coding. Before and after this intervention, all children's cognitive, language and creative skills were measured. The results revealed that PCP, which is integrated into early childhood education activities, positively affects the cognitive development skills, language development and creativity of children. Additionally, there were statistically significant differences between the post-test scores of groups in favor of the experimental groups.
... Apps have also verified their effectiveness in mathematics learning, offering individualised instruction and using technological tools to promote this improvement (Schacter and Jo, 2017;Miller, 2018;Outhwaite et al., 2019;Schenke et al., 2020). However, some studies have found no significant intervention effects with the use of programmes that can be purchased from the current digital platforms (Hellstrand et al., 2020). ...
Educational interventions are necessary to develop mathematical competence at early ages and prevent widespread mathematics learning failure in the education system as indicated by the results of European reports. Numerous studies agree that domain-specific predictors related to mathematics are symbolic and non-symbolic magnitude comparison, as well as, number line estimation. The goal of this study was to design 4 digital learning app games to train specific cognitive bases of mathematical learning in order to create resources and promote the use of these technologies in the educational community and to promote effective scientific transfer and increase the research visibility. This study involved 193 preschoolers aged 57–79 months. A quasi-experimental design was carried out with 3 groups created after scores were obtained in a standardised mathematical competence assessment test, i.e., low-performance group (N = 49), high-performance group (N = 21), and control group (N = 123). The results show that training with the 4 digital learning app games focusing on magnitude, subitizing, number facts, and estimation tasks improved the numerical skills of the experimental groups, compared to the control group. The implications of the study were, on the one hand, provided verified technological tools for teaching early mathematical competence. On the other hand, this study supports other studies on the importance of cognitive precursors in mathematics performance.
... While the intervention group performed better than the control group aligning with previous findings, pre-test scores and gender were found to moderate effects. This time the higher performers (>50%) and female children had better post-test scores in number sense [20]. Enhanced learning outcomes in numbers, shapes, space, and measure were also reported in a number of studies with children 4 to 7 years old, who interacted with a set of apps from OneBillion. ...
The choice of mobile applications (apps) for learning has been heavily relied on customer and teacher reviews, designers’ descriptions, and alignment with existing learning and human-computer interaction theories. There is limited empirical evidence to advise on the educational value of mobile apps as these are used by children. Understanding the impact of mobile apps on young children’s learning is timely given the lack of evidence-based recommendations that could guide parents and teachers in selecting apps for their children. In this paper, we present the results of a series of randomised control trial (RCTs) with 376 children aged 5 to 6 years old who interacted with two maths apps in three schools in the UK. Pre/post-test comparisons revealed learning gains in both the control and intervention groups, suggesting that the selected applications are equally good to standard maths practice. Implications for the selection and use of mobile apps are discussed.
... Importantly, the authors conjectured that the failure of the tablet games to deliver success was partly due to teachers' lack of confidence with the number games applications. By way of contrast, Schacter and Jo (2017) found that children invited to play a suite of tablet-based games were mathematically more successful than children in a control group that received conventional instruction. In short, the impact of tablet games is difficult to discern, research is ambivalent and teachers are unclear as to how they should be used. ...
In this paper, motivated in part by evidence that Swedish teachers are sceptical of parents’ abilities to offer appropriate support, we present an exploratory investigation of the activities Swedish parents initiate to facilitate their year-one (first grade) children’s learning of mathematics. Data, derived from 25 semi-structured interviews conducted with parents from three demographically different schools, were subjected to constant comparison analyses and yielded three broad categories of activity. These concerned the use of games in the learning of mathematics, contextualised mathematics activities like cooking and shopping, and decontextualised mathematics activities like systematic counting. Collectively, the results indicate that while parents of year-one children are confident supporting their children’s learning of mathematics, they are also conscious of the need to avoid both undermining schools’ efforts and exacerbating educational inequity. With few exceptions, the activities parents described were age-appropriate and more likely to complement teachers’ actions than not.
... Working on the assumption that technological tools might be useful for teaching and could help early childhood educators, these findings provide children with a variety of experiences adapted for use in current times (Mattoon, Bates, Shifflet, Latham, & Ennis, 2015). Other applications developed for touch screen devices have resulted in effective and solid foundations in mathematical learning (Kuhn, Holling, Raddatz & Dobel, 2015;Miller, 2018;Outhwaite, Faulder, Gulliford & Pitchford, 2019;Schacter & Jo, 2017;Schenke et al., 2020). Nevertheless, in some cases, there were no statistically significant effects resulting from the use of programs purchased for use on digital platforms (Hellstrand, Korhonen, Linnanmäki, & Aunio, 2019). ...
https://rodin.uca.es/handle/10498/26368
There has been a substantial increase in research focused on numerical cognition in recent years. Although the notable growth in scientific productivity worldwide has focused on methods that might improve mathematical learning, mathematics is not yet perceived by all students as an accessible and enjoyable discipline. The study of mathematics is critical to academic success and can have a major impact on adaptation to everyday life. Given the relevance of early education and its impact on future development, advances in this research topic should be addressed using several different approaches. It is certainly essential to explore the cognitive profiles of students who are beginning in mathematical learning, as the intellectual development predicted by these cognitive processes may lead to improved methods of instruction. Studies that focus on variables that influence learning are also important. Among these variables, students' sociodemographics and/or attitudes towards mathematics may be associated with their mathematical development. However, while taking into account the cognitive basis of these findings, it will also be critical to encourage the development of instruments that promote student motivation and improved mathematical learning. The use of state-of-the-art technological devices that operate via the use of touch screens is an influential, accessible, and familiar means of interaction with students in their daily lives and provides an attractive option for the teaching of mathematics. The increased use of technology-mediated methodologies in both educational and domestic fields has encouraged the design of new and effective tools that may be used to improve student learning. This has also led to new methods for instruction on the appropriate use of these technologies and devices by young children in their homes. With this as a background, this study aimed to develop computer applications (APPs) that focused on student training based on our understanding of the cognitive basis of mathematical learning. These APPs were intended to be both didactic and enjoyable tools that can be used in early childhood education. Our goal was to promote the transfer of scientific research on mathematical learning via the development of new tools and to generate synergies with the children's entertainment industry.
The results of this study are consistent with findings that document the relevance of the general foundations on which mathematical learning is based and highlighted specific aspects of mathematics as needed to obtain adequate development. The results of our study reveal that touch screen devices and their APPs can be used to develop programs for early childhood education that are focused on the cognitive bases of numerical learning and that cognitive predictors can be used to introduce the appropriate ways of employing these devices in early childhood.
This technology can be applied both in the classroom and at home. The goal of these efforts is to improve mathematical competence among students regardless of their initial academic achievement.
... The educational use of digital technologies offers new opportunities for early childhood children to effectively engage with mathematical concepts Schacter & Jo, 2017). In their research, Rogowsky et al. (2018) used tablets to test how they affect the development of preschool children's arithmetic ability due to their ease of use, unlike the mouse and keyboard we use in classic computers, which pose hand-eye coordination challenges to young children. ...
Nano-Science and nano-Technology (NST) is a new interdisciplinary field that promises to provide solutions to timeless global challenges. Given that NST deals with elements that cannot be observed with the naked eye, their understanding by young children undoubtedly requires appropriate teaching methods. These distinct aspects of NST align well with the capabilities of smart mobile devices, the critical feature of which is their ability to display interactive simulations and playful visualizations. This article aims to emphasize the feasibility of empirical research of how digital technologies support NST teaching to young children in the wake of the sudden pandemic outbreak based on a comprehensive literature review. With the virus as the central entity of nanoscale, following the current demands of the unprecedented health crisis, and developing appropriate educational applications in digital games, young children can be introduced to the fundamental concepts of NST. NST is an interdisciplinary field that can enhance children's perceptions of the interconnectedness of nature with different fields of knowledge, such as Science, Technology, Engineering, Art, and Mathematics (STEAM).
... Εξαιτίας των ριζικών αλλαγών που έχουν συντελεστεί σε στοιχεία της μορφής των τεχνολογιών, πολλοί ερευνητές έχουν προχωρήσει σε ονομαστικό διαχωρισμό, κάνοντας λόγο για παλιές ή μη ψηφιακές (για παράδειγμα επιτραπέζιοι υπολογιστές) και νέες ή ψηφιακές τεχνολογίες (για παράδειγμα ταμπλέτες) (Kucirkova, 2018). H εκπαιδευτική αξιοποίηση των νέων τεχνολογιών προσφέρει νέες ευκαιρίες στα παιδιά πρώιμης παιδικής ηλικίας για την αποτελεσματική ενασχόλησή τους με μαθηματικές έννοιες (Clements & Sarama, 2013;Couse & Chen, 2010;Papadakis et al., 2016;Schacter & Jo, 2017). Στην έρευνά τους οι Rogowsky et al. (2018) χρησιμοποίησαν τις ταμπλέτες για να ελέγξουν πώς αυτές επιδρούν στην ανάπτυξη της αριθμητικής ικανότητας παιδιών προσχολικής ηλικίας λόγω της ευκολίας χρήσης τους, σε αντίθεση με τα ποντίκια που χρησιμοποιούμε στους κλασικούς υπολογιστές και τα οποία δημιουργούν προβλήματα συντονισμού χεριών-ματιών. ...
Η Νανοτεχνολογία είναι ένας διεπιστημονικός τομέας που υπόσχεται να δώσει λύσεις σε παγκόσμιες προκλήσεις. Σκοπός της έρευνας είναι η σύγκριση των μαθησιακών αποτελεσμάτων της διδασκαλίας με τη βοήθεια εφαρμογών για υπολογιστές και ταμπλέτες και της θεματικής διδασκαλίας στο πεδίο της Νανοτεχνολογίας σε μικρά παιδιά. Τρεις ομάδες παιδιών πρώτης σχολικής ηλικίας υποστηρίζονται από
μία κατάλληλη διδακτική παρέμβαση. Η ομάδα ελέγχου ακολουθεί την θεματική διδασκαλία που δεν αξιοποιεί την τεχνολογία, η πρώτη πειραματική ομάδα αξιοποιεί εκπαιδευτικό λογισμικό που τρέχει σε υπολογιστές και η δεύτερη πειραματική ομάδα χρησιμοποιεί λογισμικό που στοχεύει σε ταμπλέτες. Πριν και μετά τη διδακτική παρέμβαση όλες οι ομάδες αξιολογούνται με ατομικές ημι-δομημένες συνεντεύξεις.
... With the advent of smart screen technology, numerous surveys have examined issues related to integration of these devices into the learning process (Bano et al., 2018;Cheng and Tsai, 2013). The educational adoption of digital technologies offers new opportunities for the young children's effective engagement to mathematical concepts (Papadakis et al., 2016;Schacter and Jo, 2017;Couse and Chen, 2010). In their study, Rogowsky et al. (2018) used tablets to examine how they affect young children's numerical ability due to their ease of use, as opposed to the mice used on desktop computers that cause hand-eye coordination problems. ...
The adoption of digital technologies in early childhood settings attracts an increasing number of researchers and scholars throughout the globe. Despite the proliferation of investigations focusing on learning through digital technologies in preschool and early primary education, there are fields of knowledge in which the impact of digital technologies has yet to be explored. A typical example is that of Nano-Science and NanoTechnology (NST). NST is a new interdisciplinary field with products and applications (apps) that utilize cutting-edge technology and is increasingly penetrating today’s everyday life, promising to solve global challenges. This paper aims to (a) examine, based on relevant literature, whether digital technologies could enhance the teaching of concepts related to NST in early childhood settings (b) present the perspectives of mobile devices and their educational apps in young children’s learning procedures. The study concludes with a theoretical analysis of the research findings and a brief proposal for future research.
... With the advent of smart screen technology, numerous surveys have examined issues related to integration of these devices into the learning process (Bano et al., 2018;Cheng and Tsai, 2013). The educational adoption of digital technologies offers new opportunities for the young children's effective engagement to mathematical concepts (Papadakis et al., 2016;Schacter and Jo, 2017;Couse and Chen, 2010). In their study, Rogowsky et al. (2018) used tablets to examine how they affect young children's numerical ability due to their ease of use, as opposed to the mice used on desktop computers that cause hand-eye coordination problems. ...
The adoption of digital technologies in early childhood settings attracts the attention of an increasing number of researchers and scholars throughout the globe. Despite the proliferation of investigations focusing on learning through digital technologies in preschool and early-primary education, there are fields of knowledge in which the impact of digital technologies has yet to be explored. A typical example is that of Nano-Science and Nano-Technology (NST). NST is a new interdisciplinary field with products and applications (apps) that utilise the cutting-edge technology and is increasingly penetrating into today's everyday life, promising to solve global challenges. The objectives of this paper are to (a) examine, based on relevant literature, whether digital technologies could enhance the teaching of concepts related to NST in early childhood settings (b) present the perspectives of mobile devices and their educational apps in young children's learning procedure. The study concludes with a theoretical analysis of the research findings and a brief proposal for future research.
... The literature on teachers' use of math apps also shows teachers implementing math game apps to raise students' arithmetic fluency (van der Ven et al. 2017;Schacter and Jo 2017). These studies have shown pupils improving their arithmetic efficiency when solving game tasks. ...
The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching. This qualitative study investigated prospective teachers' use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers' effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the participants used mathematics technology to confirm and expand the results they had found without technology. The other half had mathematics technology integrated into their solution exercising the balance among TPACK components. For some, their use of the mathematical tool had the potential of expanding the mathematical repertoire of virtual students. We conclude by making recommendations for teacher educators to implement cycles of learning for pre-service teachers to design, enact, and reflect upon the creation of screencast video lessons.
Supplementary information:
The online version contains supplementary material available at 10.1007/s11528-020-00578-1.
... H εκπαιδευτική αξιοποίηση των νέων τεχνολογιών προσφέρει νέες ευκαιρίες στα παιδιά πρώιμης παιδικής ηλικίας για την αποτελεσματική ενασχόλησή τους με μαθηματικές έννοιες (Clements & Sarama 2013;Couse & Chen 2010;Papadakis et al. 2016;Schacter & Jo 2017). Στην έρευνά τους οι Rogowsky et al. (2018) χρησιμοποίησαν τις ταμπλέτες για να ελέγξουν πώς αυτές επιδρούν στην ανάπτυξη της αριθμητικής ικανότητας παιδιών προσχολικής ηλικίας λόγω της ευκολίας χρήσης τους, σε αντίθεση με τα ποντίκια που χρησιμοποιούμε στους κλασικούς υπολογιστές και τα οποία δημιουργούν προβλήματα συντονισμού χεριών-ματιών. ...
Nanotechnology is an interdisciplinary field that promises to solve global challenges. The purpose of the research is to examine the effectiveness of tablet-based teaching in comparison to desktop alternatives and the established traditional method for young children in the field of Nanotechnology. Three groups of children from the early-primary school stages go through a teaching session. The control group follows the traditional method that does not utilize technology, the first experimental group is allowed computer-based educational software and the second one uses software that targets tablets. Prior and subsequent to the teaching session, all groups are evaluated through individual semi-structured interviews.
... A recent study by (Bower et al., in press) suggests that 3-year-old children profit from the use of digital puzzles to the same degree as concrete materials in a spatial training intervention. Early mathematics education has also found benefits in the use of tablets (Schacter & Jo, 2017). Thus, more work is needed in early spatial education to examine the potential benefits of digital interfaces versus traditional, tangible materials. ...
Children's early spatial thinking abilities are predictive of their later STEM (science, technology, engineering, and mathematics) achievement. While research has primarily focused on spatial skills in the home environment, spatial learning can also occur in schools and in informal learning settings in the real world. Despite calls for implementation as in the Common Core standards-spatial skills instruction is absent from most early education classrooms. The current article identifies key practices that can be implemented by preschool educators to help foster spatial learning. Adopting Chatter-jee's (2008) Framework of Spatial Thought and Language, which offers a typology for different aspects of spatial thinking, we argue that spatial skills should be taught early, using examples from the classroom to illustrate how research can be brought to life. We suggest ways to apply simple practices that preschool educators can use to improve children's spatial skills, as well as describe installations designed to foster spatial thinking that can be implemented in some form in preschools. What is the significance of this article for the general public? This article addresses the absence of spatial skills instruction and playful learning opportunities in preschools by presenting the latest research and providing evidence based examples of how preschools can integrate spatial language and gestures into everyday activities, as well as provide spatial classroom activities. Since spatial thinking develops early and predicts later success in STEM domains, it is imperative to bring spatial learning experiences into preschool classrooms.
... Further, Marsh (2004) found that television, film, computer games, and mobile are used as tools to improve learning of children with disabilities. Furthermore, digital technologies such as tablets are used by children with disabilities to enhance their learning (Papadakis et al., 2018;Schacter, Jo, 2017). ...
... This problem is especially acute in early childhood settings. Early childhood teachers often do not feel comfortable or prepared to teach science (Greenfield, Alexander, & Frechette, 2017;Greenfield et al., 2009) or mathematics (MacDonald, Davies, Dockett, & Perry, 2012;Schacter & Jo, 2017). For example, preschool teachers are found to use relatively little mathematics language in their classrooms and to introduce few structured mathematics activities (Rudd, Lambert, Satterwhite, & Zaier, 2008). ...
Research Findings: Computational thinking (CT), which is defined as the systematic analysis, exploration, and testing of solutions to open-ended and often complex problems, is an important skill to foster in early childhood. However, little is known about teachers’ role in fostering CT in early childhood classrooms. To address this gap, we conducted an exploratory case study to investigate how an exemplary teacher supported preschoolers’ CT learning in developmentally appropriate ways using an interactive programmable toy. We video recorded 12 weekly sessions of a small group of children and employed a hybrid approach—combining open coding and a priori coding based on standard definitions of CT—to analyze the data. Using one “telling” session to illustrate the findings, we discuss how the teacher employed a range of scaffolding strategies to support CT practices (e.g., problem reformation/decomposition, systematic testing, and debugging) and CT perspectives including communication, collaboration, and perseverance. Practice or Policy: Findings underscore the importance of providing professional support for teachers to engage preschoolers in CT learning.
... There are substantial benefits to be gained from a traditional game tool. However, this game tool has been declined these days due to an increasing number of digital game (Schacter & Jo, 2017) tools which is not accordingly with a rural area. Moreover, the traditional game tool could be gained through utilizing some kinds of stuff in around either a school or home (Suryadi, 2007) such as modified bottle cap. ...
The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition which consisted of 30 students, received the instructional activities as usual. Before and after two weeks of the intervention with the game tool of a modified bottle cap, measures of arithmetic ability were administered to either experiment or control class. The results of the study indicated that in the experiment class, children’s arithmetic ability increased significantly compared to children in the control class. The differences may have been due to the intervention. To conclude, the modified bottle cap as an educational game tool effective to improve children’s mathematics skill, especially for arithmetic ability. However, the findings required the extended study on other research methods and the bigger size of the samples. Keywords: Early Childhood, Modified bottle cap, Early Arithmetic Ability. References: Aqib, Zainal. (2010). Belajar dan Pembelajaran di Taman Kanak-Kanak. Bandung: Yrama Widya. Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Aunio, Pirjo; Tapola, Anna; Mononen; and Niemivirta, M. (2016). Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context. In Blevins-Knabe; A.M.B. Austin (Ed.), Early Childhood Mathematic Skill Development in the home environment. 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... Tablet devices are mobile, lightweight and do not rely on the motor skills needed to use other technologies, such as a computer keyboard and mouse (Kucirkova, 2014). ey can also store a wide range of child-friendly educational apps, some of which have been shown to support young children's mathematical development in early education (Schacter and Jo, 2017;Park et al., 2016; Szkudlarek and Brannon, 2018). For example, increased time learning mathematics with an educational story app at home improved children's mathematical skills in primary school (Berkowitz et al., 2015 ...
... Few studies have been explicitly focused on examining the impact of touch screens, including tablets, iPads, and smartphones, on young children (Crescenzi, Jewitt, & Price, 2014;Lieberman, Bates, & So, 2009;Neumann & Neumann, 2014;Outhwaite et al., 2018;Schacter & Jo, 2017;Starcic & Bagon, 2014). The claim of many of these digital interventions is that they support individualized learning or the self-pacing among children and that the use of multiple modalities can help children learn (see Alad� e et al., 2016;Bosse, Jacobs, & Anderson, 2009;Gelman, Brenneman, Macdonald, & Roman, 2009;Pitchford, Kamchedzera, Hubber, & Chigeda, 2018 where they compared interactive condition, non interactive condition (where children watched a video), and a control condition. ...
Understanding digital supports for early learning is paramount for school readiness and later mathematics learning. We present results from a randomized control trial evaluating a digital app (Measure Up!) and a parent companion app (Super Vision) designed to teach children measurement concepts, a skill that many teachers do not feel comfortable teaching. Ninety-nine 4- and 5-year-old children were randomly assigned to one of three conditions: Measure Up!, Super Vision + Measure Up!, or a control game. Analyses revealed a statistically significant effect of being in the treatment group (Measure Up! or Measure Up! + Super Vision) on children's posttest scores (about two additional questions correct), controlling for the pretest and demographic characteristics (gender, SES). In particular, gains were made for children's understanding of pan balances. There was no significant difference between the two treatment groups. Results suggest that apps can be designed to help children learn important mathematics skills; however, more research needs to be done to understand how parent supports can be better designed. Implications for evaluation and design of game-based learning tools are discussed.
Early childhood education is a critical stage in individual development. At an early age, children have the ability to absorb knowledge quickly, including in mathematics. The aim of this study was to identify trends and patterns of mathematics research in early childhood using bibliometric analysis. The data was obtained from the Scopus database which has been refined with 4 stages (identification, screening, eligibility, and inclusion). The results showed that the peak of publications related to mathematics research in early childhood occurred in 2022. 2017 was the year with the most influential publications. Journal “Early Childhood Education Indexed Journal Scopus with the highest quartile score (Q1) is the most popular place for publication of previous research related to this field. The United States is the most influential country in this field because both the number of publications and the number of citations are the highest than any other country. As for three focus study related study mathematics in children age early on the Scopus database from 1988-2023 namely, 1) mathematics, human, learning and gender; 2) early childhood, professional development, and teachers; 3) mathematics learning, early childhood, curriculum, and achievement.
Educational apps can help children develop their early numeracy skills, but only if they incorporate certain pedagogical features. AppLINOU is an early numeracy app that was co-designed by a multidisciplinary team to be compatible with the way numeracy is taught in France’s preschools. This study of whether incorporating AppLINOU into classroom teaching has a beneficial effect on students’ early numeracy skills is the first quasi-experimental study of an educational app to be conducted in France’s preschools. The study included 537 preschool students (mean age 4.42) followed up to first grade (mean age 6.32). Students in the experimental group (n = 345) used AppLINOU during their lessons to practice ten numeracy activities over 25 weeks. Students in the control group (n = 192) did not use AppLINOU. Both groups of students followed the same syllabus. Multilevel growth models show that students in the experimental group had progressed more by the end of the experiment than those in the control group.
With the rapidly developing technology, the use of AR applications in the educational process is becoming widespread as a new field of study. When the literature was examined, there were no studies investigating AR applications and evaluating them as a mathematics education tool in early childhood. In this context, this study aims to determine the AR applications that can be used in the early childhood mathematics education process and to examine the content, mathematical skills, and functionality of these applications.
Objectives
The purpose of this review is to describe the variety and effectiveness of instructional technologies used in the early childhood setting.
Methods
A systematic review of three databases was completed, and studies were reviewed by two independent coders to determine if they met inclusion criteria. Studies were excluded from this review if (a) the technology was used to train teachers and was not directly used with early childhood students, (b) participants were all enrolled in 2nd grade or higher, (c) the setting was not an early childhood education setting, or (d) studies were descriptive in nature or utilized a survey methodology. Data were extracted from each article related to participant characteristics, setting characteristics, research design, technology type, and dependent variables.
Results
Thirty-five studies met criteria were included in this review. A wide range of technologies were used to provide or facilitate instruction on (a) academics, (b) social and communication skills, and (c) cognitive skills. Academic outcomes targeted in Head Start preschools were the most common across studies. The results ranged from no effect to highly effective.
Conclusions
The findings from the included studies varied widely in their outcomes from reporting no difference between traditional instruction and technology-aided instruction to reporting significant difference between groups or reporting a functional relation between the technology-based intervention and the target behavior or skill. Studies that included students identified with neurodevelopmental disorders demonstrated a positive impact in the outcomes of students who experience an intervention that included technology-aided instruction. Future research is needed to identify critical components of effective technology-based interventions in early childhood educational settings.
This is an English translation of a CPD handbook developed for teachers in Irish-medium/Gaeltacht schools to help them support students with special educational needs learning through Irish.
La importancia de estimular las actividades matemáticas en el alumnado utilizando herramientas tecnológicas y manipulativas, está ligada a una mejora en el rendimento. La introducción de las aplicaciones TAC en la enseñanza de las matemáticas ha supuesto una posibilidad de utilizar distintos registros de representación y transformaciones, que facilitan la conexión necesaria para el razonamiento durante el proceso de aprendizaje. El objetivo de esta investigación es analizar si el rendimiento en tareas de cálculo aritmético mejora en los estudiantes que han utilizado aplicaciones educativas diseñadas específicamente para el aprendizaje aritmético. Para ello se ha realizado una intervención experimental con una muestra de 575 estudiantes, de los cuales a 270 se les asignó la condición de experimental y a 305 de control. Todos ellos fueron evaluados antes y después de la intervención con el Test Evamat (GARCÍA et al., 2013). El programa se fundamentó en el uso de aplicaciones dentro del ámbito del cálculo aritmético con una duración de 28 semanas. Como resultado, se obtuvo un efecto estadísticamente signitivativo en las habilidades de cálculo de los estudiantes con condición experimental. Estos resultados sugieren que los docentes pueden considerar la integración del software en tableta como una herramienta eficaz en las rutinas diarias, siempre que implique un desarrollo curricular contextualizado e integrado y que las aplicaciones educativas cumplan con unos requisitos de diseño específicos
This is a short course CPD course developed to help teachers in primary and post-primary Irish-medium and Gaeltacht schools to meet the special educational needs of their students. At present it is only available through the medium of Irish but much of the content is transferrable to other immersion education contexts as well as students learning through a second language.
Zusammenfassung. Digitale Medien sind im Kindesalter allgegenwärtig und so ist auch ihr Einsatz in der frühkindlichen Bildung mittlerweile in Bildungs- und Orientierungsplänen für Praxis und Ausbildung verankert. Die Metaanalyse untersucht die Wirksamkeit von Bildungs- und Förderaktivitäten mit digitalen Medien in Kindertageseinrichtungen auf kindliche Lernprozesse. Dabei nimmt sie insbesondere den Ansatz des Medieneinsatzes (isolierte, eigenständige App-Nutzung vs. curricular eingebettete App-Nutzung), die Rolle der Fachkraft bei der Mediennutzung (nur organisatorisch vs. supervisorisch vs. aktiv begleitend) und die professionelle Unterstützung der Fachkräfte bei der Implementierung als potentielle Moderatoren in den Blick. Durch eine systematische Literatursuche wurden 21 Studien mit 24 verschiedenen Maßnahmen gefunden. In die Berechnung gingen Entwicklungsdaten von 3911 4- bis 6-Jährigen ein. Es fand sich ein klein- bis mittelgroßer positiver Gesamteffekt von g = 0.45 auf kindliches Lernen. Als ähnlich wirksam erwiesen sich (1) die isolierte eigenständige Nutzung von digitalen Lernmedien (z.B. Apps), die kognitions- und lernpsychologische Kriterien erfüllen, durch Kinder in der Kita ( g = 0.44) sowie (2) die curricular eingebettete Nutzung digitaler Lernmedien zum gemeinsamen Lernen in der Kita ( g = 0.44). Entscheidende Moderatoren waren die Rolle der Fachkräfte sowie ihre Unterstützung beim digitalen Medieneinsatz. Für die Praxis bedeuten diese Befunde, dass zwischen zwei unterschiedlichen Ansätzen des Medieneinsatzes gewählt werden kann. Die Wahl eines Ansatzes sollte sich nach der Rolle der Fachkraft, der Unterstützung der Fachkraft bei der Implementierung und dem Ziel des Medieneinsatzes richten. Die Befunde beziehen sich überwiegend auf nach lernpsychologischen Erkenntnissen entwickelten Apps (forscherbasierte Apps/Bildungsprogramme), nicht hingegen auf kommerziell erwerbbare Apps.
MANET is standing for Network as Mobile Ad-hoc which is a self-directed mobile handlers group that communicates over relative bandwidth-constrained wireless channels. Many services with different classes of Quality of Services (QoS) could be provided through MANET such as data, voice, and video streaming. Thus, efficient packets routing is an essential issue, especially over this kind of burst channel. To settle this issue, many scheduling techniques are proposed to reduce the packets dropping and channel collision when a huge demand of data is transferred from a sender to a receiver. In this paper, four MANET scheduling algorithms are selected and investigated in mobile ad hoc networks which are Strict Preference (SP), Round Robin (RR), Weighted Round Robin (WRR), and Weighted Fair (WF). The network simulator EXata 2.0.1 is used to build the scenario which is consist of 50 nodes and performed the simulation. The results showed the performance metrics difference of the network such as the throughput and the end-end delay as well as queuing metrics like peak queue size, average queue length, in queue average time, and dropped of whole packets. Regrading throughput, the SP algorithm has a greater throughput than WF, RR, and WRR by 4.5%, 2.4%, and 1.42%, but WRR has outperformed others regarding the end-end delay. Moreover, WRR represents the best scheduling algorithm regarding both peak queue size since its greater than RP, WF, and WRR by 10.13%, 9.6%, and 5.32%, in order, and average output queue length, in contrast, WRR worsts more time in queuing but it is the best in preventing the packets from dropping.
There are digital applications that effectively encourage young children to participate in interdisciplinary activities. However, as the recent literature highlights, there is a significant lack of developmentally appropriate digital applications with the ability to educationally encourage effective interaction of early childhood children with nanotechnology, a cutting-edge technology, which nowadays can be a substantial and noteworthy opportunity as children already are strong allies in the unprecedented fight against the new coronavirus. This paper presents a pilot experimental study that aimed to investigate the impact of two distinct teaching techniques on the level of young children’s nano-literacy, namely that of technology-aided teaching, that employs the use of computers and tablets in comparison to non-technology-based teaching, focusing on Nanotechnology's first Big Idea; size and scale. Three groups of early school-age children were supported by a developmentally appropriate teaching intervention. The control group followed the teaching methodology that does not employ technological means. The first and second experimental groups used the same educational software on computers and tablets respectively. Before and after the instructional intervention, all groups were assessed with the NANO-Technology Elementary Knowledge Assessment TEst (TENANO). The findings revealed that the experimental groups significantly outperformed the control group on the post-test, with the tablet group being the predominant amongst the two.
La innovación educativa en el ámbito de la enseñanza científica ha demostrado en los últimos años la importancia de integrar tecnologías digitales. Para integrar estas tecnologías es necesario tener en cuenta el contexto (el nivel educativo) y contar con profesorado formado en competencias digitales docentes. En este artículo hemos realizado una búsqueda y análisis de diferentes experiencias educativas de enseñanza científica apoyadas en el uso de tecnologías avanzadas en todos los niveles educativos reglados (infantil, primaria, secundaria y universidad). Las buenas prácticas seleccionadas se caracterizan por ser experiencias reales apoyadas en tecnologías avanzadas y con datos de evaluación que ponen de manifiesto sus buenos resultados. Están catalogadas en función del nivel y del tipo de tecnología utilizada (robótica, realidad extendida, plataformas/apps, videojuegos e inteligencia artificial). Destacamos el caso del proyecto Create-Skills en el cual se ha utilizado una plataforma colaborativa para promover la colaboración entre profesorado y familias con el fin de implementar una enseñanza activa de disciplinas científicas en primaria.
El uso de aplicaciones móviles educativas en las aulas se proyecta como una herramienta para mejorar el rendimiento en matemáticas. El objetivo del presente trabajo es realizar una revisión sistemática centrada en los beneficios que su uso puede aportar en la adquisición de la competencia matemática temprana. Se ha realizado una revisión sistemática de la literatura publicada en bases de datos nacionales e internacionales, desde enero 2015. Los datos se han clasificado dando lugar a una descripción de estas aplicaciones móviles. Los resultados iniciales facilitaron 1329 referencias, identificando únicamente 25 de estos estudios dentro de los criterios de inclusión prefijados. La mayoría de las evidencias informan de un impacto positivo tras el uso de las aplicaciones móviles educativas en el aula, tanto en el rendimiento y la motivación como en las actitudes de aprendizaje de los estudiantes en el área de matemáticas.
The definitions serve the purpose of communication and preservation of knowledge in scientific inquiry. However, it is quite often to perceive number sense concept without well-accepted definitions in the field of mathematics education research. Despite the mentioned issue, the current literature on children's number sense provide a glean for introducing, implementing, and even measuring the number sense using the specific and contextualized indicators in early mathematics. Consequently, this phenomenon offers to bridge a gap in the literature concerning definitions of number sense and its indicators. This article systematically reviews on the indicators in measuring children's number sense based on the past research guided by the PRISMA statements. The metadata were analysed using open-coding and were further re-coded through axial coding and selective coding to form a definition of number sense. This article discusses on limitations, implications, and the future research directions for studying children's number sense in the primary schools' mathematics.
Thousands of educational apps are available to students, teachers, and parents, yet research on their effectiveness is limited. This meta-analysis synthesized findings from 36 intervention studies and 285 effect sizes evaluating the effectiveness of edu- cational apps for preschool to Grade 3 children and the moderating role of methodological, participant, and intervention characteristics. Using random effects meta-regression with robust variance estimation, we summarized the overall impact of educational apps and examined potential moderator effects. First, results from rigorous experimental and quasi-experimental studies yielded a mean weighted effect size of +0.31 standard deviations on overall achievement and comparable effects in both math and literacy. Second, the positive overall effect masks substantial variability in app effectiveness, as meta-regres- sion analyses revealed three significant moderators of treatment effects. Treatment effects were larger for studies involving preschool rather than K–3 students, for studies using researcher-developed rather than standardized outcomes, and for stud- ies measuring constrained rather than unconstrained skills.
Mobile devices are now ubiquitous across communities of all income levels, with very young children spending a great deal of time on smartphones and tablets even before they begin formal schooling. If this time could be channeled towards fostering school readiness, it might help narrow the SES opportunity gap. To date, however, little research has examined the effects of preschoolers’ home use of educational apps. The current study evaluated the Khan Academy Kids (Khan Kids) app with children from families with low incomes. We employed a randomized controlled trial to evaluate the effects of home use of the app on 4- and 5-year-olds’ emergent literacy skills. At baseline, parents reported that their preschoolers used mobile media 99 minutes per day, with very little of this time described as educational. After a pretest assessment, the Khan Kids app was used an average of 13 minutes per day for 10 weeks and was well received. Children who used this app showed increases in their emergent literacy skills compared to children provided with age-appropriate apps not targeting these skills. Results suggest that educational apps could provide a practical tool for fostering academic success and narrowing the SES opportunity gap.
Despite the general agreement regarding the importance of stimulating young children’s early mathematical skills, mathematical learning opportunities in preschool are limited. Educational technology (ET) may be an effective tool to address this problem. Taking into account the weaknesses of previous reviews, we conducted a systematic and comprehensive review of the research literature on the effectiveness of ET in early mathematics education, critically analyzing the findings of studies adhering to a media comparison approach (comparing an ET condition to a non-ET condition or another ET condition) versus studies following a value-added approach (comparing at least two ET conditions which only differ with respect to one feature in the ET or in its implementation). Reviewing 54 studies, we systematically analyzed (1) the effectiveness of ET, (2) the features of the ET and ET implementation associated with ET effectiveness, and (3) child characteristics associated with ET effectiveness. Our analyses indicated that media comparison studies comparing an ET to a non-ET condition provide evidence for the effectiveness of ET for enhancing young children’s mathematical competencies. Second, value-added studies pointed to ET implementation features associated with ET effectiveness, namely teacher support during ET use and an individual grouping structure. Finally, both media comparison and value-added studies revealed that ET effectiveness is associated with children’s performance in the ET and with their prior knowledge. To further advance the field, value-added studies on features of the ET and its implementation are required, as well as studies focusing on important child characteristics that are associated with ET effectiveness.
This chapter concerns one of the first studies to introduce technology-enhanced learning activities for teaching numeracy skills in Fiji. Year 1 students from a primary school were introduced to tablet-based interactive learning activities which were developed based on the Fiji Year 1 mathematics curriculum. In this study, the impact of using technology-enhanced learning activities for teaching numeracy skills was being investigated. A Learning Management System (LMS), Moodle, was used to create interactive learning activities based on the first two topics of the Fiji Year 1 mathematics curriculum. The two topics were numbers and measurement. An Android-based tablet device was allocated to each student for the duration of this study. Year 1 students in the participating school were required to attempt these interactive learning activities using tablet devices during their mathematics class. All students in the Year 1 class (n = 36) from the participating school were part of the study. There were 13 boys and 23 girls in the class. Results of this study show a promising impact of the technology-enhanced learning activities. Students performed better when they had higher interactions with the technology-enhanced learning activities. The success of this technology intervention paves the way for further research for technology integration in schools in Fiji.
When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the feasibility of a maths app intervention compared to standard mathematical practice with 61 children aged 5–6 years attending a bilingual immersion school in Brazil. The apps were delivered in either the child’s first (L1, Brazilian Portuguese) or second (L2, English) language, while app content, time on task, and school setting were consistent across the two treatment groups. Time on task in the comparison group was less. After 10 weeks, results showed children made significant mathematical learning gains with the apps, for both languages of instruction, compared to standard practice: the finding is discussed in relation to the threat of time spent on task. Children using the apps in Brazilian Portuguese (L1) completed more app topics than children using the apps in English (L2) and proficiency in language of instruction correlated positively with app progress. As children’s L1 was significantly stronger than their L2 proficiency, this suggests the apps were most effectively implemented in their L1. This study advances the conjoining of bilingual educational theories to educational apps in a controlled, real‐world, bilingual immersion setting and highlights important directions for improving app‐based mathematics instruction for bilingual children.
Practitioner Notes
What is already known about this topic Educational maths apps, available in multiple languages are increasingly popular.
Emerging evidence demonstrates the benefits of maths apps for supporting children’s mathematical development.
To understand “what works” in the use of maths apps we need to consider factors that may impact outcomes, including children’s proficiency in the language of instruction.
What this paper adds When delivered in the child’s first or second language, maths apps can support the acquisition of basic maths skills.
To maximise engagement and learning with maths apps, children should have a sufficient level of proficiency in the language of instruction.
Implications for practice and/or policy When deciding to implement maths apps with young children, educational practitioners and parents should consider the individual child’s proficiency in the languages spoken.
This chapter investigates students' comprehension of the alphabet and its accompanying vocabulary, using an ICT-oriented teaching approach that is based upon Van Hiele's levels of geometric thought. The participating sample consisted of Greek students attending the second grade of primary school in Crete. The sample was divided into two groups, which were distributed among an experimental and a control group. The control group was taught following the traditional instruction, according to the pedagogical principles of Curriculum for the second grade of primary school. The experimental group was taught through an ICT-oriented intervention based upon Van Hiele's levels. The results of the research will assist greatly in achieving a more thorough understanding of the instruction of English as a Foreign Language (EFL) and possible implementation of Information and Communication Technologies (ICT), to maximize its effectiveness.
The efficacy of a hand-held tablet technology intervention with learner-centred interactive software aimed at supporting the development of early maths skills was evaluated in four studies conducted in three UK primary schools. Immediate and sustained gains in mathematics were determined by comparing maths performance before, immediately after, and 5-months after the intervention. The impact of the child's first language, socio-economic status and basic cognitive skills (non-verbal intelligence, memory, processing speed and receptive vocabulary) on learning gains was also explored. In total, 133 pupils aged 4–6 years took part. Class teachers implemented the maths intervention for a specified period of time. Results showed significant immediate and sustained learning gains following the intervention, particularly for children identified as low-achievers. No significant effect of child's first language or socio-economic status was found but children with weaker memory skills demonstrated stronger learning gains. Overall, these findings indicate that tablet technology can provide a form of individualised effective support for early maths development, when software is age appropriate and grounded in a well-designed curriculum. Apps that incorporate repetitive and interactive features might help to reduce cognitive task demands, which could be particularly beneficial to low-achievers and could help to close the gap in early maths attainment from the start of primary school.
This paper provides a review of the literature from 2009 to 2014 on student use of technology in early childhood education. Previous efforts to synthesize the literature are somewhat dated, non-specific about age range, and focus almost exclusively on literacy. Thirty peer-reviewed articles from 11 countries, selected from a comprehensive search of the literature, were organized into five main categories: literacy, engagement, social interactions, mathematics, and miscellaneous topics. The overall effect size, based on only 12 studies and 33 measures was moderately high (d= 0.71, SD=0.60). Considerable qualitative and quantitative evidence indicated that technology had a significant impact on literacy development. Fewer studies, mostly qualitative in design and small in sample size, reported that technology had a positive impact on engagement, social interactions, and mathematics skills. A handful of studies provided qualitative evidence that technology had a positive impact on sequencing, visual perception, creative thinking, and fine motor capability. Methodological concerns included limited sample sizes and descriptions, not documenting the consistency and accuracy data of collection tools, the extent of adult intervention, and the limited range of technology tools used.
Research Findings: Effective preschool mathematics instruction is especially important for low-income children. Previous research demonstrates that low-income children enter kindergarten behind their middle-income peers. They receive less mathematics support at home and from public preschools. The aim of this study was to test Math Shelf, a tablet intervention designed to improve at-risk preschoolers’ mathematics performance. A total of 100 children participated in a randomized controlled trial in a large urban Head Start center. Intervention students played Math Shelf on tablet computers for 6 weeks, whereas comparison students played the most downloaded and best reviewed preschool math apps on tablets for an equal amount of time. During game play, graduate student researchers supervised intervention and comparison students in separate rooms. Intervention and comparison groups did not differ on pretest assessments. Math Shelf students performed statistically significantly better (Cohen’s d = 0.57) than comparison students at posttest. Practice or Policy: Math Shelf results suggest that teachers can enhance low-income preschoolers’ mathematics knowledge in a relatively short amount of time by incorporating developmentally appropriate tablet interventions.
Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1-3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-week period, for the equivalent of 30-minutes per day. Technical support was provided from the local Voluntary Service Overseas. Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children from Standards 1-3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standard 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.
Tablet technologies such as the Apple iPad (iPad) have been garnering interest and increasingly adopted as a potential learning tool and resource to engage children’s learning. Despite a growing literature on the ways educators have attempted to use iPads in their teaching across the compulsory schooling and tertiary sectors, there is a scarcity of studies in the early childhood education (ECE) context. This exploratory qualitative research project, the iPads and opportunities for teaching and learning for young children (iPads n Kids), is intended to inform the current debate on young children’s iPad use. It aimed to better understand the iPad use for educational purposes from the perspective of teachers, young children and their parents/caregivers. It recognises that young children are increasingly exposed to (and to an extent expected to make use of) digital and mobile technologies as members of a digital generation. Teachers and caregivers are further expected to take advantage of the educational affordances these technologies offer to facilitate young children’s active pursuit and extension of their learning interests and exploration of the world.
This research involved a collaboration with two early childhood education (ECE) teachers at an education and care centre in Hamilton, New Zealand, to gain insight into the perspectives of the teachers, a number of the young children in their care, and the parents/ caregivers of four children concerning iPad adoption and use. Interviews with the two teachers, young children and their parents, observations of teacher interactions with children using iPads, and copies of children’s work produced as part of the teaching and learning process using iPads provided evidence on the use of iPads. iPad use on its own was never the main focus rather it was integrated with and part of teachers’ daily practice and context.
The findings highlight that the iPad is appealing and can support children’s developing literacy, communicative and participatory learning skills and understandings. The iPad’s key features including its portability/mobility, Internet connectivity, touchscreen, and educational apps allow for new and different ways of teacher-child/children interaction and the exploration of children’s learning interests. Teachers’ iPad supported practice fostered child-led interests, expanded children’s learning opportunities and fostered closer home-centre links in a range of planned and emergent ways. The iPads served as a relational tool, a communicative tool, a documentation tool, an informational tool, and finally, an observational tool that could support child-led learning. The quality of teachers’ talk and interaction with the children, when scaffolding children’s learning with and through the iPad, was an important aspect of teacher practice. In the same way they helped children become aware of the iPad’s affordances and its appropriate use. Quality teacher-child talk not only benefitted the individual child but also served as a model for children of how talk can be used and useful to group learning. Although young children can develop key skills for using the iPad through observing and trial and error, their interactions with the teacher and peers were most valuable to their exploration of iPad use. Just as importantly, iPad use afforded interactions amongst children. It supported peer learning and collaborative exploration with and through the iPad. iPad supported learning opportunities helped to foster children’s emerging literacies as well as social relationships and sense of belonging at the centre.
Finally, findings showed that supportive home-centre links can foster the development of children's agency and exploration of the iPad in pursuit of their learning interests and explorations. Parent and caregiver comments indicate their recognition of the increasingly important role iPads and subsequent digital technologies will play across all aspects of children’s lives. They downloaded apps on their home mobile devices to allow children to continue playing and extending their learning interest thereby strengthening home-centre links and practices. Parents and caregivers (as with the teachers) cautioned the need for clear guidelines to guide, support and scope children’s iPad use to help ensure they developed the awareness, dispositions and skills essential to the effective use of digital technologies. Some parents adopted rules similar to those such used at the centre to help maintain continuity between home-centre practices.
Eight key implications are raised by the study. These are:
For young children’s learning:
1. iPads are one of the wide repertoire of digital and mobile technologies available for today’s young children to use to access resources to inform their, and their peers’ learning. Young children are able to use iPads to express, share and communicate their ideas to others in multimodal ways that are appealing and meaningful to them. Young children are able to emulate teacher talk to help peers become aware of, and use, iPads productively within peer group learning.
For teaching practice:
2. Teachers valuing of children’s interests and funds of knowledge is an important influence on how iPads come to be integrated into their teaching practice and enrich learning.
3. Teacher recognition and understanding of the opportunities iPads offer and their deliberate incorporation of these opportunities can support young children’s learning and exploration.
4. The quality of teacher talk and interaction is central to children becoming aware of and developing the skills, confidence and dispositions for meaningful and productive engagement with iPads.
5. Teachers’ modelling and negotiation of guidelines (including limits and social etiquette) for children’s use and sharing of iPads, when they are a limited resource, is essential to ensure appropriate and productive use.
For teacher learning:
6. For teachers to recognise the affordances that iPads offer they need time to explore and experiment with the iPad’s different functionalities and possibilities. As teachers grow in confidence and expertise they can share and reflect on the possibilities for iPad use with colleagues, to the mutual benefit of both groups.
For use across ECE centres and homes:
7. Complementary practices and consistent guidelines are important in helping children make sense of the role the iPad can have as a tool to support their learning interests and explorations, both at the early childhood centre and in children’s homes.
8. iPad use in centre and home settings can provide a focus of communication between teachers and parents about children’s learning, thereby strengthening home-centre links.
It is our hope that the ideas, examples and issues raised by this study will contribute new avenues for discussion and policy about the potential for digital technologies use by young children.
Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications ("apps") for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, "educational" apps-the number of which, as of January 2015, stood at 80,000 in Apple's App Store (Apple, 2015)-are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children's apps. In short, we will show how the design and use of educational apps aligns with known processes of children's learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning-four "pillars" of learning-within the context of a supported learning goal are considered educational.
© The Author(s) 2015.
In this paper, we discuss how iPads offer innovative opportunities for early literacy learning but also present challenges for teachers and children. We lent iPads to a Children’s Centre nursery (3- to 4-year-olds), a primary school reception class (4- to 5-year-olds) and a Special School (7- to 13-year-olds), discussed their potential uses with staff in pre- and post-interviews and observed how they were integrated into practice over a two-month period. We found variability in the ways iPads were used across the settings, but a commonality was that well-planned; iPad-based literacy activities stimulated children’s motivation and concentration. They also offered rich opportunities for communication, collaborative interaction, independent learning, and for children to achieve high levels of accomplishment. In some cases, this led teachers favourably to re-evaluate the children’s literacy competence, and enabled children to construct positive images of themselves in the literacy classroom. Practitioners particularly valued the opportunities iPads afforded to deliver curriculum guidelines in new ways, and to familiarise all students with touch-screen technologies.
In this paper we describe a touchscreen application called TouchCounts, which is designed to support the development of number sense in the early years. We first provide an a priori analysis of its affordances. Then, using Sfard’s communicational approach, augmented by a focus both on the role of the body—particularly the fingers and hands—and emotions in the mathematical communication of a child, a teacher and a touchscreen device, we show how two 5-year-old girls learn about counting and adding.
Background
Minimizing sedentary behavior, in particular screen-based sedentary behavior, during the early years is important for healthy growth and development. Consequently, new Canadian Sedentary Behaviour Guidelines for the Early Years (aged 0–4 years) were recently released. Researchers are unclear what messages should supplement the guidelines when disseminating them to parents and when using the guidelines in behaviour-change interventions to increase adoption. The objective of this study was to qualitatively examine parents’ perceptions of the new Canadian Sedentary Behaviour Guidelines for the Early Years.
Methods
Parents with a child ≤4 years who attended a child care centre were purposefully recruited from child care centres. A total of 7 semi-structured focus groups with 2 to 5 parents were conducted from August to November, 2013 by a trained and experienced moderator. Participants were asked a series of open-ended questions pertaining to the Sedentary Behaviour Guidelines information sheet. Initial themes were identified followed by further review and analysis.
Results
For the most part parents thought the guidelines were clear and did not disagree with the recommendations per se. However, some confusion arose around the value of some sedentary activities, such as reading and coloring, for social and cognitive development. Many parents described feeling guilty after reading the guidelines and perceived several barriers in meeting the daily recommendations. Common barriers included the need to balance multiple demands of family life, the prevalence and accessibility of screen technology, and the weather and built environment where families live. Parents expressed the importance of communicating the guidelines early enough for good habits to be established and the need for realistic strategies and ideas to help them meet the recommendations.
Conclusions
Overall the findings indicate that gain-framed messages around the role of screen-based and non-screen-based sedentary behavior for children’s cognitive and social development might be most effective for adoption of the guidelines. Furthermore, providing parents the guidelines early with resources for minimizing sedentary behavior should also be considered. Future research is needed in other demographic groups of parents to confirm these findings.
The use of touch screen tablets by young children is increasing in the home and in early childhood settings. The simple tactile interface and finger-based operating features of tablets may facilitate preschoolers’ use of tablet application software and support their educational development in domains such as literacy. This article reviews current findings on using touch screen tablets in supporting early literacy development within a theoretical framework. The evidence suggests that tablets have the potential to enhance children’s emergent literacy skills (e.g., alphabet knowledge, print concepts, and emergent writing). However, the optimal use of tablets for early literacy learning may be dependent upon the type of scaffolding used by parent or teacher and the availability and quality of literacy tablet applications. Practical implications and suggestions for future research are discussed.
The past few years have seen an array of new technological gadgets arrive on the education scene, perhaps the best known of these being Apple's i-Device range, particularly the iPad. Such devices have been described by some as 'game changers', and promoted as a key component to stimulating much-needed educational reform. However, history suggests the hype and rhetoric surrounding these technological innovations has failed to match the reality of their performance, in action. Some have attributed this failure to a lack of alignment by teachers of pedagogical models with the potential of technologies, while others argue that claims made are simply unrealistic sales hype. Regardless, schools continue to be seduced by these new technologies, purchasing ever increasing amounts based on the alleged learning promises they offer their students. This study presents an innovative approach to exploring student interaction with iPad apps, and is an attempt to begin to unpack factors that affect their learning pathways, in an effort to improve the educational potential of these popular devices. It focuses specifically on design and content features of apps selected by an experienced teacher to enhance literacy, numeracy and problem-solving capabilities of her 5 year old students. Findings reveal a complex matrix of influencing factors. These include the effect of embedded pedagogical scaffolds (eg., modelling, reflection time), corrective and formative feedback, text-to-speech functionality, imposed interaction parameters, impediments (eg., web links, advertisements, buying content) and the entertainment/education balance. Arguments are made for researchers, teachers and developers to work together and adopt methodologies such as that introduced in this article, to gather data to radically improve the design of apps used by young students for learning.
Recent studies indicate that students in the United States are not achieving sufficient mathematics skills to meet the demands required of them within and outside of school. Among the keys to preventing mathematics difficulties are to identify and intervene with those students who may be most at-risk for later failure, monitoring their progress as frequently as possible. Unfortunately, current mathematics tests do not meet both these keys until mathematics instruction is well underway. This study examines the reliability, validity, and sensitivity of four experimental early mathematics measures designed for use in early identification and formative evaluation. The measures were based on the principle of number sense and were designed to assess the precursors of mathematics understanding learned before children are able to do formal mathematics. First grade students (N = 52) were tested and interscorer, alternate form, test-retest reliability, and concurrent and predictive validity with three criterion measures were examined. Results showed that the four experimental measures each had sufficient evidence of their reliability, validity, and sensitivity. The differences in the utility of each experimental measure are analyzed from an early identification and formative evaluation perspective. Implications for practice are discussed.
In the last four years there have been a number of calls for research into many aspects of early childhood mathematics education. As well, there has been an unprecedented increase in Australasian research in this field. How have these two factors matched? That is, are mathematics education researchers studying the aspects of the field that have been identified for further research? This paper provides the beginnings of a discussion around this question by highlighting particular Australasian early childhood mathematics education research endeavours and linking them to recent statements calling for further research in the field.
Math achievement in elementary school is mediated by performance and growth in number sense during kindergarten. The aim of the present study was to test the effectiveness of a targeted small-group number sense intervention for high-risk kindergartners from low-income communities. Children were randomly assigned to 1 of 3 groups (n = 44 in each group): a number sense intervention group, a language intervention group, or a business-as-usual control group. Accounting for initial skill level in mathematical knowledge, children who received the number sense intervention performed better than controls at immediate posttest, with meaningful effects on measures of number competencies and general math achievement. Many of the effects held 8 weeks after the intervention was completed, suggesting that children internalized what they had learned. There were no differences between the language and control groups on any math-related measures.
One in five adults in the United States is functionally innumerate; they do not possess the mathematical competencies needed for many modern jobs. We administered functional numeracy measures used in studies of young adults' employability and wages to 180 thirteen-year-olds. The adolescents began the study in kindergarten and participated in multiple assessments of intelligence, working memory, mathematical cognition, achievement, and in-class attentive behavior. Their number system knowledge at the beginning of first grade was defined by measures that assessed knowledge of the systematic relations among Arabic numerals and skill at using this knowledge to solve arithmetic problems. Early number system knowledge predicted functional numeracy more than six years later (ß = 0.195, p = .0014) controlling for intelligence, working memory, in-class attentive behavior, mathematical achievement, demographic and other factors, but skill at using counting procedures to solve arithmetic problems did not. In all, we identified specific beginning of schooling numerical knowledge that contributes to individual differences in adolescents' functional numeracy and demonstrated that performance on mathematical achievement tests underestimates the importance of this early knowledge.
Previous research indicates that, prior to entering kindergarten, most children are exposed to some type of formal or direct
mathematics instruction. However, the type of mathematical language and the frequency of its use vary greatly in terms of
its emphasis on academic content. This study investigated the types and frequency of mathematical language used in six classrooms
for children ranging in age from birth to five years. The study site was a quality early childhood setting at a state university
in Southwest. Results indicated that utterances pertaining to spatial relations exceeded any other type of mathematical concepts
by approximately twice the frequency. In addition, there was a paucity of higher level mathematical concepts observed. These
data suggest a need for enhanced attention to higher level mathematical concepts explored in early childhood settings.
Mindfulness training has had salutary effects with adult populations and it is seen as a potentially helpful to children’s
development. How to implement mindfulness practices with young children is not yet clear; some meditation practices, like
sitting still for long periods with internally-self-regulated focused attention, seem developmentally inappropriate. Montessori
schooling is a 100-year-old system that naturally incorporates practices that align with mindfulness and are suited to very
young children. Here I describe how several aspects of Montessori education, including privileging concentrated attention,
attending to sensory experience, and engaging in practical work, parallel mindfulness practices. These aspects might be responsible
for some of the socio-emotional and executive function benefits that have been associated with Montessori education, and they
could be adapted to conventional classroom methods.
KeywordsEducation–Mindfulness practices–Montessori–Attention–Concentration
Concern about poor mathematics achievement in U.S. schools has increased in recent years. In part, poor achievement may be attributed to a lack of attention to early instruction and missed opportunities to build on young children's early understanding of mathematics. This study examined the development and feasibility testing of a kindergarten mathematics curriculum designed to focus on the development of early number sense, geometry, measurement, and mathematics vocabulary. A mixed-model analysis of covariance, using pretest score as a covariate, was used to determine the effect of the experimental curriculum on student achievement on a standardized measure of early mathematics. Achievement results as well as implementation fidelity and teacher satisfaction suggest that further empirical research on the efficacy of the curriculum is warranted.
A review and synthesis of the literature on quantification in infancy and early childhood is provided. In most current conceptualizations, early quantification is assumed to be number based. However, the extant literature provides no clear-cut evidence that infants use number to perform quantitative tasks. Instead, new research suggests that quantification is initially based on nonnumerical cues, such as area and contour length, whether or not a task involves discrete items. The authors discuss the implications of these findings with respect to early quantification and its relation to later numerical development.
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children. © 2009 by the National Academy of Sciences. All rights reserved.
The current study responds to the increased interest in tablet computers by schools across the country by using Orlikowski's duality of technology framework to examine the dynamic relationship between school institutions, teachers, and technology in early childhood classrooms with iPads. Results from 53 hours of observations and 9 teacher interviews from four suburban Midwest schools show positive beliefs in technology to aid student learning and unique affordances of iPads, such as anywhere/anytime learning and an increase in the home-school connection; however, a lack of training and support along with technological difficulties and personal attitudes and concerns about the appropriateness of technology with young children prohibited changes in teacher practices and attitudes. Rather, teachers incorporated the iPad into their curriculum in ways that matched their own teaching philosophies. Overall, the study suggests teachers would benefit from increased training and structured support that not only demonstrates how to more effectively incorporate tablets into their curriculum but that works to shift their mindsets to more student-centered philosophies in order to leverage the potentials of tablet computers. As one of the first studies to investigate how tablet computers are being used in early childhood education, the current study provides novel insight and a starting place for more quantitative investigations into the impact of tablet computers on young children's learning.
This study examined the reliability, validity, and predictive utility of kindergarten screening for risk for math difficulty (MD). Three screening measures, administered in September and May of kindergarten to 196 students, assessed number sense and computational fluency. Conceptual and procedural outcomes were measured at end of first grade, with MD operationalized as below the 16th percentile. The authors compared single- versus multiple-skill screeners, fall versus spring kindergarten screening, and conceptual versus procedural outcomes. Reliability and validity coefficients were adequate. Logistic regression and receiver operating characteristics analyses indicated that the single- and multiple-skill screeners produced good and similar classification accuracy at the fall and spring screening occasions in forecasting conceptual outcome. To forecast procedural outcome, the screeners produced similar but less accurate fits.
Because young children are devoting increasing time to playing on handheld touchscreen devices, understanding children's ability to learn from this activity is important. Through two experiments we examined the ability of 4- to 6-year-old children to learn how to solve a problem (Tower of Hanoi) on a touchscreen device and subsequently apply this learning in their interactions with physical objects. The results were that participants demonstrated significant improvement at solving the task irrespective of the modality (touchscreen vs. physical version) with which they practiced. Moreover, children's learning on the touchscreen smoothly transferred to a subsequent attempt on the physical version. We conclude that, at least with respect to certain activities, children are quite capable of transferring learning from touchscreen devices. This result highlights the limitations of generalizing across screen-based activities (e.g., "screen time") in discussing the effects of media on young children's development.
A little bit of math goes a long way
Children's emerging language skills are supported when their caregivers read to them at home. Math skills, however, are often relegated to the schools. Berkowitz et al. developed a mobile-device app designed to help caregivers bring a little bit of math into the home. Improved math skills were apparent within months for elementary school students. Improvements were most dramatic in families where the caregivers reported themselves to be anxious about math.
Science , this issue p. 196
Low-income preschoolers begin Kindergarten behind their middle and high-income peers in mathematics, and these achievement differences grow as they progress through school. Technology can provide cost effective and scalable solutions to improve young children's mathematics outcomes (Levin, Glass, & Meister, 1987; Slavin & Lake, 2008). The aim of this study was to test Math Shelf, a tablet computer curriculum designed to improve at risk preschoolers' mathematics performance. Two hundred and seventy-three children participated with intervention students playing Math Shelf on tablets for 15 weeks, while comparison students participated in their regular classroom mathematics curriculum. At the end of the intervention, there was a significant and sizable effect on the mathematics posttest for Math Shelf students (Cohen's d = 1.09, p <.001). Math Shelf students learned approximately one year more mathematics than control students. Our results suggest that teachers can significantly increase low-income preschoolers' mathematics knowledge in a relatively short amount of time by implementing evidenced-based tablet software.
Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multisite longitudinal data. We find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. Moreover, we find that growth in mathematical ability between age 54 months and first grade is an even stronger predictor of adolescent mathematics achievement. These results demonstrate the importance of prekindergarten mathematics knowledge and early math learning for later achievement.
During the review period, there has been unprecedented political interest in early childhood education in Australasia (taken to be education of and for children aged between 0 and 8 years old). In New Zealand a review of the implementation of the respected prior-to-school curriculum framework Te Whāriki (Ministry of Education [MoE], 1996) has been recommended. For schools, the New Zealand Curriculum (MoE, 2007) was introduced in 2007. In Australia, the Early Years Learning Framework for Australia (Department of Education, Employment and Workforce Relations [DEEWR], 2009) was implemented from 2010 and Phase 1 of the implementation of the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010), including mathematics, has begun.
All of this interest in early childhood has provided some stimulus for early childhood mathematics education research in Australasia, building on the substantial work that was reported in the previous two MERGA reviews of research (Perry & Dockett, 2004; Perry, Young-Loveridge, Dockett, & Doig, 2008). However, the quantum of early childhood education research emanating from Australasia seems to have diminished since these earlier reviews, perhaps because of a substantial lessening of the work stimulated by the heavily supported systemic numeracy programs in both Australia and New Zealand.
The purpose of this chapter is to critique and celebrate the most significant of the Australasian early childhood mathematics education research that has been published over the review period 2008-2011 and to use this critique to look forward into the next review period with suggestions for future research. The chapter is divided into sections dealing with Australasian research of contexts, pedagogies and content for early childhood mathematics education.
Change is constant in everyday life. Infants crawl and then walk, children learn to read and write, teenagers mature in myriad ways, and the elderly become frail and forgetful. Beyond these natural processes and events, external forces and interventions instigate and disrupt change: test scores may rise after a coaching course, drug abusers may remain abstinent after residential treatment. By charting changes over time and investigating whether and when events occur, researchers reveal the temporal rhythms of our lives. This book is concerned with behavioral, social, and biomedical sciences. It offers a presentation of two of today's most popular statistical methods: multilevel models for individual change and hazard/survival models for event occurrence (in both discrete- and continuous-time). Using data sets from published studies, the book takes you step by step through complete analyses, from simple exploratory displays that reveal underlying patterns through sophisticated specifications of complex statistical models.