The role of language in using interactive apps to support learning of basic maths

• In Event: Beyond Averages: Understanding Children's Differential Learning Experiences Using EdTech

Proposal

Educational maths apps are increasingly popular in young children’s early learning experiences. When available in multiple languages, maths apps can offer the opportunity for learning in the child’s first or preferred language, so can be used to support learning in multilingual contexts. High-quality maths apps have the potential to increase access to education and boost achievement outcomes, as reflected in the current EdTech strategy for England (Department for Education, 2019). However, technology alone will not equal success. To understand ‘what works’ in the use of educational maths apps research needs to consider factors that may impact children’s learning outcomes (Outhwaite et al., 2019). In this presentation, I will focus on the role of language in learning maths with interactive apps.

Since 2013, my lab has been evaluating app-based maths learning environments in different countries, with monolingual and bilingual children. Our research focuses on innovative child-centred, tablet-based, maths apps, with proven efficacy, developed by the UK-based, not-for-profit organisation, onebillion, joint winners of the 2019 Global Learning XPRIZE. As these apps provide the same curriculum content in 50 different languages they offer a unique opportunity to support children in multilingual contexts to learn early primary maths curriculum in their own first language, and/or language of instruction, without the need for costly specialised teaching support.

I will first describe the language-rich learning environment of the onebillion maths apps and will reflect on how language proficiency might influence learning of basic mathematical skills with this technology for children in different contexts and of various ability levels. I will then draw on three empirical studies conducted by my lab in primary schools in Brazil, the UK, and Malawi, with monolingual and bilingual speakers and children with Special Educational Needs and Disabilities. Collectively, results from these studies show that children’s proficiency in language of instruction impact on learning outcomes with this technology and demonstrate the need for research to investigate child-level factors to ‘move beyond averages’ in understanding how educational apps might support early maths learning.

Finally, some guidelines will be considered for practitioners and policy-makers on embedding app-based maths learning effectively in multilingual educational settings and for app-developers in improving access, by incorporating context embedded communication, such as supportive and concrete cues, into apps designed to support early acquisition of basic mathematical skills.

Author

• Nicola Pitchford, University of Nottingham