Project Activities
The proposed project included the development of a software system, a formative evaluation of student use of the system, and a survey of teacher attitudes toward and use of the system. The development process included iteratively development and integrated findings from the formative evaluation and survey will inform the refinement and further development of the system and supporting materials. At the end of development, the researchers planned a small pilot study to test whether student achievement improves with use of the system.
Structured Abstract
Setting
The software system will be developed at Teachers College, Columbia University. The field-testing, formative evaluation, and pilot achievement study will be conducted in local elementary schools in New York City.
Sample
The participants include students in preschool through grade 3, most of whom are African American and Latino students from low socioeconomic backgrounds.
The intervention will be a game-like, whimsical computer environment where mathematical activities (e.g., counting, addition) can be performed. The activities will be presented to the students as games. The intervention will have three major components:
- a special world consisting of posichicks and negacylces (allowing for the representation of positive and negative numbers)
- various mathematical tools (e.g., boxes for grouping numbers, number lines, virtual manipulatives)
- formal mathematical symbols (e.g., standard algorithms).
Additionally, an avatar (e.g., an animated fairy godmother in the kindergarten version) will provide real-time instruction, assistance, and feedback to the student, both visually and auditorily. As students work through each game, the computer will keep track of how well they are doing and will use this information to update their individual learning profiles as well as to make real time decisions regarding level changes within a game or promotions to more complex games in a sequence. The system will allow for both individual and small group use, and teachers will receive assessment data from the system. This data will include (but not be limited to) information regarding accuracy of student responses and various strategies (including erroneous ones) that were used in problem solving. This information will enable teachers to track their students' progress and to fine-tune the game sequence for each child.
Research design and methods
The development of the software will follow an iterative design, where the results of the phase 1 formative evaluation will inform the redesign carried out in phase 2. The pilot study in phase 3 will employ a between-subjects design where students assigned to the treatment will receive the to-be-designed intervention and students assigned to the control condition will receive a software intervention for reading. This will hold constant student exposure to software and time spent in instruction and practice, but varying the content being taught via the software.
Control condition
In order to equate the time spent using software, the control students will spend an equivalent amount of time interacting with a reading software intervention in addition to their standard instruction in mathematics. This would equate the amount of exposure to software in general while varying the amount of exposure to the math content.
Key measures
The key measures used during the development of the software system include observational data from video recordings and software records of accuracy and speed. Survey data pertaining to teachers' attitudes toward use of the software will also be collected and analyzed. For the pilot testing of learning (i.e., achievement), the researchers will use the Test of Early Mathematics Ability-3 (TEMA-3) and an experiment-designed assessment instrument.
Data analytic strategy
Descriptive statistics will be used to analyze qualitative data of the formative evaluation (e.g., strategy, verbalization) and quantitative data (e.g., accuracy, speed). The pilot achievement data will be analyzed using Analysis of Variance (ANOVA) techniques.
People and institutions involved
IES program contact(s)
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Book chapters
Ginsburg, H. P., Labrecque, R., Carpenter, K., and Pager, D. (2015). New Possibilities for Early Mathematics Education: Cognitive Guidelines for Designing High-Quality Software to Promote Young Children's Meaningful Mathematics Learning. In A. Dowker, and R.C. Kadosh (Eds.), The Oxford Handbook of Numerical Cognition (pp. 1055–1078). Oxford, England: Oxford University Press.
Ginsburg, H.P., Azadeh, J., and Creighan, S. (2013). Cognitive Guidelines for the Design and Evaluation of Early Mathematics Software: The Example of MathemAntics. In L.D. English, and J.T. Mulligan (Eds.), Reconceptualizing Early Mathematics Learning, Advances in Mathematics Education (pp. 83–120). Netherlands: Springer.
Supplemental information
Co-Principal Investigator(s): Horwitz, Paul
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
