Comprehension Monitoring, Stylistic Differences, Pre-Math Knowledge, and Transfer: A Comprehensive Pre-Math/Spatial Development Computer-Assisted Instruction (CAI) and Logo Curriculum Designed to Test their Effects

Abstract

A comprehensive computer cumculum designed to teach pre-mathlspatial skills was used to examine the performance of preschool children using computer-assisted instruction (CAI) and Logo software. Forty preschool children received approximately 80 percent of pre-mathlspatial instruction via computer and approximately 20 percent via teacher instruction. The following pretestlposttest measures were used to assess gains in skill: pre-math knowledge (TEMA), comprehension monitoring (Flavell scale), spatial ability (color identification and pointing), and ability to transfer (mazes). Overall, field independent (FI) and field dependent (FD) children did not perform significantly different from each other on posttest measures. Reflective (Ref) children performed significantly better than impulsive (Imp) children on several measures including fewer trials on a maze task, more correct answers on color and colorldirection questions, and less time on colorldirection questions. Both FI/FD and Reffimp groups improved performance from pretest to posttest and made gains in pre-math knowledge and comprehension monitoring. Key factors of the computer instructional method are discussed. 91Q 1994, Baywood Publishing Co., Inc.

Individual variance in responsiveness to early computerized mathematics intervention

“…With the first graders at-risk for reading and math difficulties, the effect of CAI was significant for addition fact fluency . basic arithmetic (Praet & Desoete, 2014) pre-mathematical knowledge (Howard, Watson, Brinkley, & Ingels-Young, 1994;Elliot & Hall, 1997). On the other hand, Din and Calao (2001) found no statistically significant results in mathematics when low SES children played several educational video games.…”

Applying Technology to Inquiry-Based Learning in Early Childhood Education

“…Computers are accessible in the vast majority of U.S. classrooms (USDOE 2003;Rideout et al 2003) and have proven effective for various aspects of children's learning, including conceptual and cognitive development, literacy skills, mathematics knowledge and competence, and comprehension monitoring (Clements and Sarama 2007;Elliott and Hall 1997;Howard et al 1994;Li and Atkins 2004;Pange 2003;Parette et al 2009). Frequently, technology enables inquiry learning that could not be otherwise accomplished by reducing some of the unnecessary, lower-level procedures involved in these tasks (Quintana et al 2004;Reiser 2004).…”

Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention

“…Children's basic arithmetic (Praet & Desoete, 2014), numeral recognition (McCollister, Burts, Wright, & Hildreth, 1986), enumeration (Ortega-Tudela & Gómez-Ariza, 2006), and symbolic comparison (Wilson, Dehaene, Dubois, & Fayol, 2009) skills have also been significantly enhanced by CAI. Even in younger children (4-year olds) studies have shown positive effects on pre-mathematical knowledge (Howard, Watson, Brinkley, & Ingels-Young, 1994;Elliot & Hall, 1997). On the other hand, Din and Calao (2001) found no statistically significant results in mathematics when low SES children played several educational video games.…”