Response to computer-assisted intervention in children most at risk for mathematics difficulties
Evidence of an association between poor early number skills and a high risk for
later difficulties in mathematics manifests a need for both early identification of
risk and effective prevention of difficulties. However, only a few theory-based
assessment and progress monitoring tools, and intervention methods are avail
able for this purpose in Finnish pre-primary education. This thesis aimed to
examine to what extent a theory-based computer-assisted intervention method
(GraphoGame Math, GGM) can support early number skills development in
children (67-year-olds) most at risk for mathematics difficulties (MD; defined
as performance below the 10th percentile). The specific aims were threefold: to
examine, first, the immediate and delayed condition-specific effects of an intensified GGM intervention; second, the potential effects of sample characteristics
on gain scores; and third, the effects of two theory-based intervention sequences
on basic addition skills. The thesis is based on three intervention data sets collected during the years 2007–2011. The first data set comprised 17 (out of a total
of 236 children), and the second data set 21 intervention participants (of approximately 350 children) identified as having poor early number skills. The third
data set comprised 33 intervention participants identified as having a need for
extra support for their early number skills (Examination 1), and 14 participants
identified as having poor early number skills (Examination 2) (out of a total of
278 children). The results revealed: 1) positive, condition-specific, immediate
and delayed intervention effects after intensified GGM practice on dot counting,
verbal counting, composing, and basic addition skills; 2) individual differences
in response to intervention among the children most at risk for MD, while the
benefits for low-achieving children were more general and transferable; and 3)
specific effects of number concept training on basic addition skills. The findings
suggest that, theory-based computerized methods with game-log data analyses
can be successfully used in systematic progress monitoring, remediation of initial gaps, and ongoing identification of difficulties. The data sets were collected
as part of the LukiMat-project coordinated by the Niilo Mäki Institute and
funded by the Finnish Ministry of Education and Culture since 2007.
...
Publisher
University of JyväskyläISBN
978-951-39-6432-0ISSN Search the Publication Forum
0075-4625Contains publications
- Artikkeli I: Salminen, J., Koponen, T., Räsänen, P., & Aro, M. (2015). Preventive support for kindergarteners most at-risk for mathematics difficulties: Computer-assisted intervention. Mathematical Thinking and Learning, 17(4), 273–295. DOI: 10.1080/10986065.2015.1083837
- Artikkeli II: Salminen, J., Koponen, T., Leskinen, M., Poikkeus, A-M., & Aro, M. (2015). Individual variance in responsiveness to early computerized mathematics intervention. Learning and Individual Differences, 43, 124–131. DOI: 10.1016/j.lindif.2015.09.002
- Artikkeli III: Salminen, J., Koponen, T., Sorvo, R., Peura, P., & Aro, M. Response to computerized early number intervention: The role of risk-level. Manuscript submitted for publication.
Keywords
Ekapeli-Matikka early number skills development mathematics difficulties (MD) children most at risk for MD computer-assisted intervention (CAI) Grapho-Game Math (GGM) responsiveness to intervention oppimisvaikeudet matemaattiset taidot laskemisen erityisvaikeus oppimispelit tietokoneavusteinen opetus opetusteknologia lapset esikouluikäiset riskiryhmät vaikuttavuus
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