The project

This study is highly relevant to current educational policy and practice surrounding the increased use of technology for raising attainment and provides robust evidence resulting in a better understanding of educational maths apps for young children.

This project ran from November 2020 to March 2022.

Background

Underachievement in mathematics affects 20% of children and persists from an early age. Educational maths applications (apps) are an emerging trend in children’s learning environments aiming to raise achievement. 

However, with over 200,000 educational apps available within the App Store, deciding which apps to use poses a significant challenge to teachers, parents, and policy makers. The current study aimed to advance our understandings of whether and how educational maths apps can support children’s learning, as well as outline gaps in current research evidence and practice. 

Methodology

Phase 1

A systematic review to synthesise the current evidence on educational maths apps for young children in the first three years of compulsory school (e.g. ages 4-7 years in England; ages 5-8 years in the USA). 

Phase 2

A content analysis to examine the content and design features of different educational maths apps and how they may support children’s learning. 

Team

Advisory board

  • Prof Alison Clark-Wilson, UCL Knowledge Lab, IOE
  • Prof Natalia Kucirkova, University of Stavanger
  • Ms Ruth Maisey, Nuffield Foundation
  • Dr Alison O’Mara-Eves, EPPI Centre, IOE
  • Prof Victoria Simms, Ulster University
  • Ms Caroline Wootton, Specialist mathematics teacher
  • Ms Lucy Williams, Save the Children

Outputs

Funder

Contact us

Centre for Education Policy and Equalising Opportunities (CEPEO)
Department of Learning and Leadership
UCL Institute of Education
University College London
20 Bedford Way
London WC1H 0AL

IOE Building
Centre for Education Policy and Equalising Opportunities (CEPEO) Click to email. cepeo@ucl.ac.uk

Image

Devon Christopher Adams via Flickr.