Evaluating Computer-Assisted Instruction for Early Math Skills

This research article evaluates the efficacy of computer-assisted instruction (CAI) in teaching foundational math skills to kindergarten students. The study involved 559 participants from a public school district in Illinois, primarily consisting of African American/Black students and a notable percentage of those receiving special education services. The students were divided into two groups based on their usage of the CAI program: a high-use group that engaged with the program for more than 1,500 minutes and a low-use group that used it for less than 800 minutes. The MAP Growth assessment was administered at the beginning and end of the school year to measure mathematical skill development. Results indicated that students in the high-use group significantly outperformed their low-use counterparts across various math subskills, including operations and algebraic thinking, numbers and operations, measurement and data, and geometry. The findings suggest that CAI can effectively support early math education, particularly for at-risk students, including those with special education needs.