Item history (LFriese, Fri Sep 09 2022 11:55:59 GMT+0100 (BST))

TY - JOUR
TI - Language counts when learning mathematics with interactive apps
AU - Outhwaite, Laura A.
AU - Gulliford, Anthea
AU - Pitchford, Nicola J.
T2 - British Journal of Educational Technology
AB - 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 ...
DA - 2020/02/11/
PY - 2020
DO - 10.1111/bjet.12912
DP - bera-journals.onlinelibrary.wiley.com
VL - 51
IS - 6
SP - 2326
EP - 2339
LA - en
SN - 1467-8535
UR - https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12912
Y2 - 2020/07/21/15:39:29
L1 - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/bjet.12912
L2 - https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12912
ER -

TY - JOUR
TI - Language counts when learning mathematics with interactive apps
AU - Outhwaite, Laura A.
AU - Gulliford, Anthea
AU - Pitchford, Nicola J.
T2 - British Journal of Educational Technology
AB - 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.
DA - 2020///
PY - 2020
DO - 10.1111/bjet.12912
DP - Wiley Online Library
VL - 51
IS - 6
SP - 2326
EP - 2339
LA - en
SN - 1467-8535
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12912
Y2 - 2022/05/30/10:37:21
L1 - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/bjet.12912
L2 - https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12912
ER -

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itemOLD.extra: _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12912 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12912 2339240:BNU3GCP4 2405685:RDKAHWMQ