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

Autor/inn/en	Salminen, Jonna; Koponen, Tuire; Räsänen, Pekka; Aro, Mikko
Titel	Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention
Quelle	In: Mathematical Thinking and Learning: An International Journal, 17 (2015) 4, S.273-295 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2015.1083837
Schlagwörter	At Risk Students; Kindergarten; Mathematics Skills; Computer Assisted Instruction; Educational Technology; Learning Problems; Intervention; Spatial Ability; Visual Perception; Phonology; Short Term Memory; Comparative Analysis; Program Effectiveness; Computation; Skill Development; Arithmetic; Foreign Countries; Pretests Posttests; Educational Games; Computer Games; Cognitive Development; Finland + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Lernproblem; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Fonologie; Kurzzeitgedächtnis; Kompetenzentwicklung; Qualifikationsentwicklung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Kognitive Entwicklung; Finnland
Abstract	Weaknesses in early number skills have been found to be a risk factor for later difficulties in mathematical performance. Nevertheless, only a few intervention studies with young children have been published. In this study, the responsiveness to early support in kindergarteners with most severe difficulties was examined with two different computer programs. Two intervention groups were matched by age, visuo-spatial, and phonological working memory, as well as early number skills. After a short and intensive computerized intervention, the results indicated significant intervention effects for verbal counting Wilcoxon ES (r) = 0.46, and dot counting fluency, r = 0.52, when practiced with GraphoGame Math, as well as for basic arithmetic, r = 0.63, when practiced with Number Race. The findings suggest that a targeted computerized practice can produce specific training effects in kindergarteners most at-risk for mathematics difficulties. The results are discussed with regard to practical implications for educational game development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01