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Cited by 104Cognitive and developmental aspects of mathematical skillsMathematics Education and Teaching TechniquesEducation and Technology Integration

Closing the gap: Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children

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Outhwaite, Laura A., Gulliford, Anthea, Pitchford, Nicola J.·2017·Computers & Education
DOI 10.1016/j.compedu.2017.01.011
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Abstract

The efficacy of a hand-held tablet technology intervention with learner-centred interactive software aimed at supporting the development of early maths skills was evaluated in four studies conducted in three UK primary schools. Immediate and sustained gains in mathematics were determined by comparing maths performance before, immediately after, and 5-months after the intervention. The impact of the child's first language, socio-economic status and basic cognitive skills (non-verbal intelligence, memory, processing speed and receptive vocabulary) on learning gains was also explored. In total, 133 pupils aged 4–7 years took part. Class teachers implemented the maths intervention for a specified period of time. Results showed significant immediate and sustained learning gains following the intervention, particularly for children identified as low-achievers. No significant effect of child's first language or socio-economic status was found but children with weaker memory skills demonstrated stronger learning gains. Overall, these findings indicate that tablet technology can provide a form of individualised effective support for early maths development, when software is age appropriate and grounded in a well-designed curriculum. Apps that incorporate repetitive and interactive features might help to reduce cognitive task demands, which could be particularly beneficial to low-achievers and could help to close the gap in early maths attainment from the start of primary school.

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  • Tablet intervention with UK primary school children produced strong immediate and sustained mathematics learning gains, with particularly beneficial effects for low-achieving students.

    “Outhwaite et al. (2017) demonstrated strong immediate and sustained mathematics learning gains following tablet intervention with UK primary school children, with particularly beneficial effects for low-achieving students.”

    From Effects of a Realistic Mathematics Education-Based Tablet Intervention on Second-Grade Addition Skills (2026) · cites this paper as Outhwaite et al. (2017)

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Authors
Outhwaite, L. A., Gulliford, A., & Pitchford, N. J.
Affiliations
University of Nottingham (GB)
Corresponding author
Pitchford, Nicola J.
ORCID
Venue
Computers & Education
Publisher
Elsevier BV
Published
2017-05
Volume
108
Pages
43-58
ISSN
0360-1315 (ISSN-L)
DOI
10.1016/j.compedu.2017.01.011
OpenAlex
W2580979658
Cited by
104
References
3
Citations by year
2026: 10 · 2025: 4 · 2024: 3 · 2023: 12 · 2022: 16 · 2021: 19 · 2020: 13 · 2019: 14 · 2018: 7 · 2017: 6
FWCI
7.61
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers & Education (publishedVersion, cc-by)
  • Nottingham ePrints (University of Nottingham) (submittedVersion, cc-by)
  • UCL Discovery (University College London) (submittedVersion)
  • Repository@Nottingham (University of Nottingham) (submittedVersion, cc-by)
  • University of Birmingham Research Portal (University of Birmingham) (submittedVersion)
Funders
Economic and Social Research Council (ES/J500100/1)
Topics
  • Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Education and Technology Integration
Keywords
tablet technology, early math skills, elementary school students, educational software, underachieving students, memory ability, socioeconomic status, mother tongue, nonverbal intelligence, receptive vocabulary, processing speed, educational apps

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