Individual variance in responsiveness to early computerized mathematics intervention

Salminen, Jonna; Koponen, Tuire; Leskinen, Markku; Poikkeus, Anna‐Maija; Aro, Mikko

doi:10.1016/j.lindif.2015.09.002

Cited by 21 publications

(18 citation statements)

References 115 publications

(259 reference statements)

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“…among the numeracy intervention Lola's World group, the active control Lola's ABC group and the control group) revealed no statistically significant differences between early numeracy scores or in gains scores at any of the three time points. Although children's group where small, as has been common in CAI interventions with low performing children (Salminen et al 2015a;Salminen et al 2015b), they were comparable in terms of nonverbal reasoning, early numeracy skills before intervention and time of playing. To be able to contribute to the existing knowledge we used the same early numeracy measurement in all measurement times (Räsänen et al 2009).…”

Section: Discussionmentioning

confidence: 90%

“…The reason for this lack of statistically significant effects between groups may be that low-performing children need a great deal of practice to learn basic skills (Geary 2013b). Although previous studies having three weeks to practice, as was used in this study, have indicated similar learning effects (Salminen et al 2015a), increasing the practice time might yield better effects (Schacter et al 2016b). The Lola's World game was originally developed to help average-performing children practice basic early numeracy skills (Beiz).…”

Section: Low-performing Children Need Extensive Explicit and Structurmentioning

confidence: 99%

“…Recently, only a few CAI intervention studies have focused on the early numeracy skills of young children (i.e. before the beginning of formal schooling) with mathematical learning difficulties (Baroody et al 2012;Foster et al 2016;Praet and Desoete 2014;Räsänen et al 2009;Salminen et al 2015a;Salminen et al 2015b;Schacter et al 2016b;Schacter and Jo 2016a;Wilson et al 2009). These studies (see supplementary material for detailed description) have primarily reported improved numeracy skills, at least in one of the measured numeracy skills, in the samples of children with low early numeracy skills.…”

Section: Computer-assisted Instruction (Cai) In Mathematicsmentioning

confidence: 99%

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The effects of educational computer game on low-performing children’s early numeracy skills – an intervention study in a preschool setting

Aunio

Mononen

2017

European Journal of Special Needs Education

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The aim of this study was to determine the effects of an educational computer game, Lola's World, on low-performing children's early numeracy skills. Four preschools with 33 children from families of low socioeconomic status (Mage = 5.5 years) took part in this study. Of the 33 children, 23 were split randomly into two groups: an intervention group playing a numeracy game (Lola's World) and an active control group playing an early reading skills game (Lola's ABC party). The remaining 10 children served as a passive control group. The intervention phase lasted three weeks, during which time the children played the games daily for about 15 minutes. The children's numeracy skills were measured using the Early Numeracy Test. Those children (n = 22) who exhibited low numeracy (i.e. at risk for learning difficulties in mathematics) were included in the analyses. The three groups did not differ in terms of parental educational levels or home languages. They were comparable in terms of nonverbal reasoning and the amount of time spent playing. The Lola's World group improved its early numeracy performance from pretest to posttest. No between-group differences were found. The results are discussed in relation to providing game-based support for low-performing preschoolers.

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Section: Discussionmentioning

confidence: 90%

Section: Low-performing Children Need Extensive Explicit and Structurmentioning

confidence: 99%

Section: Computer-assisted Instruction (Cai) In Mathematicsmentioning

confidence: 99%

See 1 more Smart Citation

The effects of educational computer game on low-performing children’s early numeracy skills – an intervention study in a preschool setting

Aunio

Mononen

2017

European Journal of Special Needs Education

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“…Following Salminen, Koponen, Leskinen, Poikkeus, and Aro (), an individual's responsiveness to interventions needs to be carefully evaluated. With this in mind, Byrnes and Wasik () carried out a study aimed to determine the factor most strongly associated with mathematics achievement during kindergarten through third grade.…”

Section: Introductionmentioning

confidence: 99%

Influence of initial mathematical competencies on the effectiveness of a classroom‐based intervention

Cueli

Areces

García

et al. 2018

Brit J of Edu Psychol

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“…The foundations of GraphoGame Math stem from the notion that learning the correspondences between small sets of objects and numbers helps the child to discover the numerical relationships in arithmetic. Research has demonstrated that both games have positive effects on children with learning difficulties in mathematics(Räsänen, Salminen, Wilson, Aunio & Dehaene, 2009;Salminen, Koponen, Leskinen, Poikkeus & Aro, 2015;Salminen, Koponen, Räsänen & Aro, 2015).…”

mentioning

confidence: 99%

New Ways to Teach and Learn in China and Finland

Niemi¹,

Jia

2016

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In 2014, the Ministry of Education of the People's Republic of China and the Ministry of Education and Culture of Finland signed the Learning Garden agreement with the intention to establish synergies among various projects and agents involved in Sino-Finnish education cooperation. The University of Helsinki has promoted cooperation with Chinese universities as one of its strategic aims. In late 2014, the mutual understanding between the University of Helsinki and Peking University was updated and signed, and in November 2015 the University of Helsinki and Beijing Normal University decided to establish the joint Sino-Finnish Learning Innovation Institute for cooperation in educational issues in both countries. The editors and authors of this book want to thank the ministries of both countries for the important initiative and for their systematic cooperation. This book is a product of a research collaboration between Chinese and Finnish researchers, especially in the area of educational technology. During the last two years, researchers have held several joint symposiums and conferences in both Peking and Helsinki. It has been amazing how much we have learned from one another despite the vastly different scales of our two countries. All authors are very grateful to their own universities for providing an opportunity for inspiring international collaboration. The Finnish researchers also want to thank the Finnish funding agencies, the National Agency for Technology and Innovations (Tekes) and the Academy of Finland, which have supported the development of educational technology in Finnish educational settings in recent years. The Tekes project Finnable 2020 at the University of Helsinki has been especially important to this book.

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Individual variance in responsiveness to early computerized mathematics intervention

Cited by 21 publications

References 115 publications

The effects of educational computer game on low-performing children’s early numeracy skills – an intervention study in a preschool setting

The effects of educational computer game on low-performing children’s early numeracy skills – an intervention study in a preschool setting

Influence of initial mathematical competencies on the effectiveness of a classroom‐based intervention

New Ways to Teach and Learn in China and Finland

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