Implementation and Efficacy of Preschool Math Games with Vulnerable Demographic Subgroups

Abstract

Math development begins in early child development years and has been strongly implicated as the most predictive factor for later academic outcomes (Duncan, 2007). However, certain demographic subgroups have demonstrated lower math achievement due to a variety of factors, which places them at early risk for poor academic outcomes. These groups include low-income communities, children with learning differences, English language learners (ELL), and girls. The purpose of the current study is to explore ( 1) how the demographic subgroups of interest are associated with indicators of children's numeracy skills, and (2) how children from these different demographic groups interact with the WPMG curriculum in classrooms. Study 1 analyzed data from the 2021-22 implementation of the WPMG to see if demographic variables moderate the effects of the intervention. While there were overall increases in scores, each subgroup showed a significant vulnerability on at least one measure at baseline and persistent disparities in scores by demographic subgroups across different assessments. To further understand the nature and nuance of these vulnerabilities, Study 2 used teacher focus groups and classroom observation to examine how these different populations of children and their teachers made use of the play-based numeracy intervention. Findings revealed both challenges and triumphs in teachers' ability to implement and modify math instruction to serve diverse classrooms. The cumulative findings aim to contribute an understanding of and strategies to address the math disparities among vulnerable demographic subgroups to help mitigate future risks.