Math computerized games in the classroom: A number line training in primary school children

Area of Science:

• Cognitive Psychology
• Educational Technology
• Developmental Psychology

Background:

• The number line is recognized as a valuable tool for early numeracy development.
• Computerized interventions are increasingly explored to enhance children's mathematical abilities.

Purpose of the Study:

• To evaluate the effectiveness of
• The Number Line
• software in improving mathematical skills among first, second, and third graders.
• To assess the transferability of training effects to other mathematical skills.

Main Methods:

• A school-based training study involving 183 students across 10 classes.
• Random allocation to three groups: "The Number Line" software, "Labyrinth" (attention training), and a control group (business-as-usual).
• Sequential training phases involving different software interventions.

Main Results:

• All groups showed improved accuracy in number line placement tasks after using "The Number Line" software.
• No significant improvements were observed in other mathematical skills beyond number line tasks.
• Specific training effects were evident, but broader transfer to other numerical skills was limited.

Conclusions:

• "The Number Line" software can enhance specific numerical skills, such as number line representation, within a school setting.
• While targeted improvements are achievable, the generalization of these gains to a wider range of mathematical competencies remains a challenge.
• Further research may be needed to optimize interventions for broader mathematical skill development.