Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial

被引：41
作者：
Schacter J. [1 ]
Jo B. [2 ]
机构：
[1] The Teaching Doctors, 22 Pearce Mitchell Plac, Stanford, 94305, CA
[2] Department of Psychiatry and Behavioral Sciences, Center for Interdisciplinary Brain Sciences Research, Stanford University, 401 Quarry R, Palo Alto, 94304, CA
来源：
Mathematics Education Research Journal | 2017年 / 29卷 / 3期
关键词：
Child development; Computer-assisted instruction; Curriculum; Early childhood education; iPads; Kindergarten; Mathematics; Number sense; Preschool; Tablets;
D O I：
10.1007/s13394-017-0203-9
中图分类号：
学科分类号：
摘要：
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. © 2017, Mathematics Education Research Group of Australasia, Inc.
引用
收藏
页码：313 / 327
页数：14
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