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Project UMIGO: Digital Technology Helps Level the Early Mathematics Playing Field

Fri, April 17, 10:35am to 12:05pm, Hyatt, Floor: West Tower - Green Level, Crystal C

Abstract

Objectives: To present findings on the UMIGO (yoU-Make-It-Go) math Appisodes study. UMIGO Appisodes are free, narrative-driven online interactive adventures that engage young children in different mathematical reasoning and problem-solving contexts through stories, music videos, and games. The Appisodes are designed and distributed with the goal of raising low-income children’s early mathematics skills and academic achievement. The study assessed the extent to which using UMIGO can produce significant educational gains in mathematics in the classroom and independently at home.

Theoretical Framework: Achievement gaps between low- and middle- to high- income children appear early, and tend to persist. One recent study found that basic number system knowledge in first grade predicted functional numeracy in seventh grade (Geary et al., 2013). This finding speaks to the necessity of early interventions, especially in mathematics.

Digital media may provide particularly important tools for educational interventions for low-income children. Nielsen reported that lower-income families stream online videos for significantly more time than the average family (2012).

The UMIGO property fuses early mathematics learning with technology use. Utilizing the property both in schools and in homes demonstrates how a transmedia approach to learning can transcend milieus, and that technology can equalize learning opportunities for children of all income levels.

Method: Two experiments using a randomized controlled trial (RCT) design were used to assess the effectiveness of the UMIGO Appisodes in enhancing first- and second-grade children’s understanding of critical early math concepts, including measurement, addition, skip counting, inequalities, and capacity. In Experiment 1, children (N=514) from Title 1 schools in three states (CT, TN, and WA) were assigned to use either UMIGO transmedia products or a comparable commercially available product in their classroom for three weeks. In Experiment 2, children (N≈550) in two states (IL and NY) will be assessed to determine whether two weeks of UMIGO Appisode use in home environments produces similar benefits.

Data Sources: Children are pre- and post-tested with a customized assessment including questions from validated measures on the various domains of children’s math ability.

Results: The results from Experiment 1 show that children who used UMIGO (but not the comparison property) gain significantly in the curriculum areas of capacity and inequality (ps < .01). Data for the Experiment 2 are in the process of being collected and the findings will be discussed.

Significance: These experiments highlight the potential for using entertaining and educational supplemental transmedia properties to raise early elementary school children’s math ability. The comparisons between Experiment 1’s school-based setting and Experiment 2’s home-based setting will shed light on differences that may arise as a function of different environmental conditions. Overall, the UMIGO property shows great potential to level the early mathematics playing field with technology, and to help achieve the ultimate goal of closing the educational gap in mathematics learning between low-income children and their higher income peers.

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