Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy

Spreckelsen, Megan von; Dove, Emma; Coolen, Ilse; Mills, Annelot; Dowker, Ann; Sylva, Κathy; Ansari, Daniel; Merkley, Rebecca; Murphy, Victoria A.; Scerif, Gaia

doi:10.1111/mbe.12221

Cited by 16 publications

(4 citation statements)

References 30 publications

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“…The included apps primarily targeted basic skills in understanding number representations and relationships ( n = 21) with number representation with Arabic digits, verbal and/or written number word recognition as the most common ( n = 19) (see Table S2). This is also consistent with previous research showing a greater emphasis on basic counting skills in the classroom (von Spreckelsen et al, 2019) and a relatively reduced focus on spatial skills in formal classroom activities (Gilligan‐Lee et al, 2022). However, mathematical development is complex and consists of a broad range of skills that children need to master (Butterworth, 2005; Clements & Sarama, 2009; Gilmore et al, 2018).…”

Section: Discussionsupporting

confidence: 91%

Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis

Outhwaite¹,

Early

Herodotou

et al. 2023

Brit J Educational Tech

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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 notesWhat 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.

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Section: Discussionsupporting

confidence: 91%

Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis

Outhwaite¹,

Early

Herodotou

et al. 2023

Brit J Educational Tech

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“…This is in fact not specific to the home. Similar results have been found for preschool teachers (Von Spreckelsen et al, 2019).…”

Section: What Types Of Mathematical Activities Predict Which Aspects Of Young Children's Mathematics?supporting

confidence: 89%

Children's Competencies Development in the Home Learning Environment

Niklas¹,

Cohrssen²,

Lehrl³

et al. 2021

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation.

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“…One key factor influencing teacher effectiveness is subject content knowledge and pedagogical knowledge-the more of these skills teachers have, the better their students learn (Baumert, et al, 2010;Hill et al, 2005;Kelcey et al, 2019;Voss et al, 2011). There is a clear need for intervention studies to target educators, not only children, as many early childhood educators do not receive training in mathematics pedagogy and thus have no specific math-related qualifications (Ginsburg et al, 2008;von Spreckelsen et al, 2019). Many researchers in neuroscience and education have hypothesised that training teachers on general principles of how students learn, based on learning science research, can help them adapt and improve their instruction (e.g.…”

Section: Ef Interventions and The Educational Contextmentioning

confidence: 99%

Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions

Scerif,

Blakey,

Gattas

et al. 2023

Educ Psychol Rev

Self Cite

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A vast body of work highlights executive functions (EFs) as robust correlates of mathematics achievement over the primary and preschool years. Yet, despite such correlational evidence, there is limited evidence that EF interventions yield improvements in early years mathematics. As intervention studies are a powerful tool to move beyond correlation to causality, failures of transfer from executive functions interventions are, we argue, highly problematic for both applied and theoretical reasons. We review the existing correlational and intervention literature at complementary neuroscientific, cognitive, developmental and educational levels. We appraise distinct theories of change underpinning the correlations between EF and early mathematics, as well as explicit or implicit theories of change for different types of EF interventions. We find that isolated EF interventions are less likely to transfer to improvements in mathematics than integrated interventions. Via this conceptual piece, we highlight that the field of EF development is in need of (1) a clearer framework for the mechanisms underpinning the relationships between early EF and other developing domains, such as mathematical cognition; (2) clearer putative theories of change for how interventions of different kinds operate in the context of EF and such domains; (3) and greater clarity on the developmental and educational contexts that influence these causal associations. Our synthesis of the evidence emphasises the need to consider the dynamic development of EFs with co-developing cognitive functions, such as early math skills, when designing education environments. [234 words].

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Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy

Cited by 16 publications

References 30 publications

Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis

Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis

Children's Competencies Development in the Home Learning Environment

Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions

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