Language counts when learning mathematics with interactive apps

Bibliographic Data

ID21297658
AuthorsLaura Outhwaite (0000-0002-4454-7775, University of Nottingham), Anthea Gulliford (0000-0002-9784-3738, University of Nottingham), Nicola Pitchford (0000-0001-5193-8371, University of Nottingham, corresponding author)
Year2020
Volume51
Issue6
Pages2326-2339
Publication date2020-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 0007-1013 • E-ISSN: 1467-8535
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjet.12912
OpenAlexW3005991893
LanguageEN
Citations received7
References cited28

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. Practitioner Notes What is already known about this topic Educational maths apps, available in multiple languages are increasingly popular. Emerging evidence demonstrates the benefits of maths apps for supporting children’s mathematical development. To understand “what works” in the use of maths apps we need to consider factors that may impact outcomes, including children’s proficiency in the language of instruction. What this paper adds When delivered in the child’s first or second language, maths apps can support the acquisition of basic maths skills. To maximise engagement and learning with maths apps, children should have a sufficient level of proficiency in the language of instruction. Implications for practice and/or policy When deciding to implement maths apps with young children, educational practitioners and parents should consider the individual child’s proficiency in the languages spoken.

Language acquisition · Linguistics · Mathematics education · Portuguese · Task (project management) · Child Development and Digital Technology · Computer Science · Innovative Teaching and Learning Methods · Mobile Learning in Education · Psychology

Tools

Open DOISci-HubOpen Access