Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study

Individual variance in responsiveness to early computerized mathematics intervention

“…The findings of the current thesis were encouraging and in line with previous CAI studies (e.g., Kucian et al, 2011;Käser et al, 2013;Praet & Desoete, 2014;Wilson et al, 2009). As implied in reviews, assessment of the effectiveness of established CAI methods has been difficult due to varying target group characteristics, group sizes, numerical content practiced, instructional components, assessment methods, and the intensity and duration of interventions Kroesbergen & van Luit, 2003;.…”

“…Among lowachieving children, by matching quantities to number symbols and vice versa, positive intervention effects have been found for number recognition (McCollister, Burts, Wright, & Hildreth, 1986) and dot counting skills . After approximate comparison and exact object counting training, transfer effects were seen in arithmetic skills (Praet & Desoete, 2014). Improvement in symbolic number comparison has been reported after practicing approximate and exact magnitude comparison with training of number neighbors and basic arithmetic , and practicing approximate magnitude comparison skills with concrete dots, number symbols, and basic (symbolic) arithmetic (Wilson, Dehaene, Dubois, & Fayol, 2009).…”

“…These more detailed reports are thought to deepen knowledge of appropriate support, particularly knowledge of 1) the core intervention components behind the potential positive effects, 2) how the confounding factors are controlled, 3) to whom the potential effects are contrasted, and 4) how the (non-)significant results are interpreted (cf. Dyson, Jordan, Beliakoff, & Hasinger-Das, 2015;Grissom & Kim, 2012;Hill et al, 2008;Kucian et al, 2011;Käser et al, 2013;Praet & Desoete, 2014). Even though the reports related to intervention research are nowadays more detailed, however, to detect the intervention-based factors behind the effects, concise designs are needed.…”

“…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.…”

Advancing Understanding of Mathematics Development and Intervention: Findings From NCSER-Funded Efficacy Studies

“…Furthermore, technology-based interventions, if shown to be effective for this population, could potentially represent a cost-effective delivery model of intensive interventions. Other researchers have demonstrated the potential promise of technology-based interventions for improving math outcomes in young children (Praet & Desoete, 2014;Salminen, Koponen, R€ as€ anen, & Aro, 2015).…”