Children in the United States continue to underperform in mathematics from the earliest grades and at alarming rates. Furthermore, the high prevalence of learner variability can make addressing the problem of math learning difficulties even more challenging to address. However, advancing technologies, in the form of digital math interventions, hold the promise of addressing learner math difficulties at scale. The present study uses an existing meta-analysis conducted by Benavides-Varela and colleagues (2020) as a basis for an expanded synthesis that examines the impact of digital math interventions, through the addition of RCT studies specifically designed to test the impact of digital math programs most commonly used in the United States Preschool and Elementary classrooms. Through this expanded analysis, the impact of digital math programs for children most at risk for math difficulty is discussed, as well as the effects on that impact according to type of program (i.e., games-based or digital practice) and school level (preschool, primary, elementary).
Anastasia Betts, University at Buffalo, State University New York, United States