Language Counts When Learning Mathematics with Interactive Apps

Autor/inn/en	Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J.
Titel	Language Counts When Learning Mathematics with Interactive Apps
Quelle	In: British Journal of Educational Technology, 51 (2020) 6, S.2326-2339 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12912
Schlagwörter	Computer Oriented Programs; Mathematics Instruction; Electronic Learning; Interaction; Foreign Countries; Instructional Effectiveness; Preschool Children; Young Children; Bilingual Schools; Portuguese; Teaching Methods; English (Second Language); Brazil + Suchen Sie Ihr Suchwort? Computerprogramm; Mathematics lessons; Mathematikunterricht; Interaktion; Ausland; Unterrichtserfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Bilingual scholl; Bilinguale Schule; Portugiesischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Brasilien
Abstract	When available in multiple languages, educational apps can deliver the same mathematics instruction in the child's first language or different language of instruction. This pilot study examined the feasibility of a maths app intervention compared to standard mathematical practice with 61 children aged 5-6 years attending a bilingual immersion school in Brazil. The apps were delivered in either the child's first (L1, Brazilian Portuguese) or second (L2, English) language, while app content, time on task, and school setting were consistent across the two treatment groups. Time on task in the comparison group was less. After 10 weeks, results showed children made significant mathematical learning gains with the apps, for both languages of instruction, compared to standard practice: the finding is discussed in relation to the threat of time spent on task. Children using the apps in Brazilian Portuguese (L1) completed more app topics than children using the apps in English (L2) and proficiency in language of instruction correlated positively with app progress. As children's L1 was significantly stronger than their L2 proficiency, this suggests the apps were most effectively implemented in their L1. This study advances the conjoining of bilingual educational theories to educational apps in a controlled, real-world, bilingual immersion setting and highlights important directions for improving app-based mathematics instruction for bilingual children. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01