A secondary goal is to determine the extent to which teachers value My Math Academy as a tool that supports their instruction and their students’ learning and engagement. A primary goal is to investigate whether the digital learning environment, which provides personalized content and adaptive embedded assessments, can improve learning outcomes for kindergarten and first grade students when used in authentic classroom settings to complement existing math curricula and instruction. ![]() Given the importance of early math for students’ long-term success and the challenges of providing instruction appropriate for children with different skill levels, this study focuses on an adaptive digital learning resource, My Math Academy, designed for children in prekindergarten through 2nd grade. Moreover, with varying levels of math knowledge in the classroom, teachers face challenges of appropriately personalizing and individualizing learning for each student in their class (Dixon et al., 2014 Goddard et al., 2015). Many low-SES children are almost a full year behind their middle-class peers in math knowledge by the time they enter school, and this gap often persists and increases over time (Entwisle & Alexander, 1989, 1990 Entwisle et al., 2005 Morgan et al., 2009 Rathbun & West, 2004 Reardon, 2013). The situation is worse for children from low socioeconomic (SES) backgrounds who begin school with significantly less math knowledge (Nores & Barnett, 2014 Starkey et al., 2004) and demonstrate gaps in the development of early math skills relative to their middle-class peers (Denton & West, 2002 Hecht et al., 2000 Nores & Barnett, 2014 Starkey et al., 2004). The latest results from the National Assessment of Education Progress (NAEP), however, show that only 40% of fourth graders are proficient in math (NCES, 2019). Developmental and cognitive theories highlight the crucial role of early mathematics skills and knowledge in predicting later academic success and preparedness for twenty-first century STEM careers (Chu et al., 2016 Geary et al., 2013 Watts et al., 2014, 2018).
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