Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction

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Matthew E. FosterUniversity of Texas Health Science Center at Houston

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Jason L. AnthonyUniversity of Texas Health Science Center at Houston

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Doug H. ClementsUniversity of Denver

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Julie SaramaUniversity of Denver

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Jeffrey M. WilliamsUniversity of Texas Health Science Center at Houston

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.

Contributor Notes

Matthew E. Foster, Children's Learning Institute, University of Texas Health Science Center, 7000 Fannin Street, Suite 2373D, Houston, TX 77030; Matthew.E.Foster@uth.tmc.edu

Jason L. Anthony, Children's Learning Institute, University of Texas Health Science Center at Houston, 7000 Fannin Street, Suite 2377, Houston, TX 77030; Jason.L.Anthony@uth.tmc.edu

Doug H. Clements, University of Denver, Katherine R. Ruffatto Hall 154, 1999 East Evans Avenue, Denver, CO 80208-1700; Douglas.Clements@du.edu

Julie Sarama, University of Denver, Katherine R. Ruffatto Hall 154, 1999 East Evans Avenue, Denver, CO 80208-1700; Julie.Sarama@du.edu

Jeffrey M. Williams, Children's Learning Institute, University of Texas Health Science Center at Houston, 7000 Fannin Street, Suite 2373, Houston, TX 77030; Jeffrey.Williams@uth.tmc.edu

(Corresponding author is Foster Matthew.E.Foster@uth.tmc.edu)
(Corresponding author is Anthony Jason.L.Anthony@uth.tmc.edu)
(Corresponding author is Clements Douglas.Clements@du.edu)
(Corresponding author is Sarama Julie.Sarama@du.edu)
(Corresponding author is Williams Jeffrey.Williams@uth.tmc.edu)
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Journal for Research in Mathematics Education
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