Language Counts when Learning Mathematics with Interactive Apps

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 efficacy 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 through the apps. 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

Raising early achievement in math with interactive apps: a randomized control trial

Improving provision and raising achievement in early math for young children is of national importance. Child-centered apps offer an opportunity to develop strong foundations in learning math as they deliver one-to-one instruction. Reported here is the first pupil-level randomized control trial in the United Kingdom of interactive math apps designed for early years education, with 389 children aged 4–5 years. The original and rigorous research design disentangled the impact of the math apps as a form of quality math instruction from additional exposure to math. It was predicted that using the apps would increase math achievement when implemented by teachers in addition to standard math activities (treatment) or instead of a regular small group-based math activity (time-equivalent treatment) compared with standard math practice only (control). After a 12-week intervention period, results showed significantly greater math learning gains for both forms of app implementation compared with standard math practice. The math apps supported targeted basic facts and concepts and generalized to higher-level math reasoning and problem solving skills. There were no significant differences between the 2 forms of math app implementation, suggesting the math apps can be implemented in a well-balanced curriculum. Features of the interactive apps, which are grounded in instructional psychology and combine aspects of direct instruction with play, may account for the observed learning gains. These novel results suggest that structured, content-rich, interactive apps can provide a vehicle for efficiently delivering high-quality math instruction for all pupils in a classroom context and can effectively raise achievement in early math

Closing the gap: efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children

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 4–7 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

Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence

There has been a noted growth in the number of teaching assistants (TAs) in mainstream schools (DfE, 2013a). Research is inconclusive about their efficacy at changing outcomes for children (Alborz et al 2009; Blatchford et al, 2009) and has proposed more training for TAs (Russell et al, 2005). Generic training models have suggested that enhancing self-efficacy in turn improves performance. This exploratory study investigated factors that may influence TAs’ sense of self-efficacy and its susceptibility to influence in training. Following two modes of mode of school-based training by Educational Psychologists (EPs) data were collected from 14 mainstream secondary school TAs using focus groups. A thematic analysis noted themes regarding self-efficacy, aligned with Bandura’s (1977) sources of information, outcome expectations and whole school support and norms. Review of the data is likely to be able to guide potential trainers to coach consult strategies which are self-efficacy supportive and which address contextual factors including the perceived status of TAs in schools