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.

Apps As Learning Tools: A Systematic Review

“…In 12 studies, researchers used apps developed by the study authors (noted in Table 2); in 4 of these 12 studies, the app was commercially available, suggesting potential financial profit for the author. [26][27][28][29] In the remaining studies, researchers used existing apps developed by nonrelated companies.…”

“…In 12 randomized studies (9 RCTs) and 3 quasi-experimental studies, researchers examined children's math and a number-writing task (n = 1) for groups using interactive math apps, 26,27,36,38,39,41,60 whereas the remaining 2 RCTs reported statistically equivalent gains between the groups. 33,35 Of the 4 studies (3 RCTs) in which researchers compared a math app intervention to control groups using apps not targeting math (ie, attention controls) or not receiving treatment, 3 reported better outcomes on early math measures for app intervention groups compared with controls, 28,31,40 and 1 reported no significant differences between groups.…”

“…In addition, although study effect sizes varied widely, large effects were reported for school-based studies of math and LA learning. For example, the largest effect sizes in math were from a school-based 22-week intervention using the app Math Shelf, 27 whereas the largest effect sizes in LA were from a school-based 6-week intervention using a phonological awareness app. 48 These findings are notable because they suggest the addition of interactive touchscreen technology may afford a learning advantage for early academic learning exceeding traditional modes of instruction and are consistent with the theory that interactive apps are well suited to support active, repeated, and varied practice of skills.…”

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

“…Emerging experimental evidence demonstrates the effectiveness of different high-quality math apps with early years pupils in a classroom setting (Outhwaite, Gulliford, & Pitchford, 2017; Pitchford, 2015; Schacter & Jo, 2016, 2017; van der Ven et al, 2017) and increasing time spent on learning math through using educational apps at home positively benefits children’s achievement in school (Berkowitz et al, 2015). All of the math apps evaluated in these studies were grounded in evidence based learning theory, embodying the principles of active, engaged, meaningful, and socially interactive learning with a specific learning goal (Hirsh-Pasek et al, 2015).…”

Characteristics of manipulative in mathematics laboratory

“…Manipulative is believed to play important role in encouraging students to learn mathematics. Some studies report that manipulatives, both concrete and virtual, have significant impact in students'achievement [10][11][12]. Manipulative provides opportunity for the students, especially in the thinking stage of operational concrete to understand a concept by supporting the process of assimilation and accommodation [6].…”