DreamBox effects on the Problem Solving, Number Sense, and Statistics and Probability subtests were not statistically significant¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i0negligible
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 The MAP Problem Solving (effect size 0.07, p = 0.31), Number Sense (effect size 0.10, p = 0.17), and Statistics and Probability (effect size 0.10, p = 0.20) subtests showed small positive but non-significant differences favoring DreamBox Learning. → null-subtests
Evidence¶
null-subtests¶
U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013, December). Elementary School Mathematics intervention report: DreamBox Learning. Retrieved from https://ies.ed.gov/ncee/wwc/InterventionReport/627
q3 · i0 · causal · r3
Supplemental subscale findings from the same RCT: Number Sense (n = 553) effect size 0.10, p = 0.17; Problem Solving (n = 553) effect size 0.07, p = 0.31; Statistics and Probability (n = 552) effect size 0.10, p = 0.20 — none statistically significant.
"MAP: Number Sense subtest Grades K and 1 553 students 159.60 (18.90) 157.0 0 (17.20) 2.60 0.10 +4 0.17"
Discussion¶
Learner Variables¶
- Number Sense — outcome: instruction changes it
Related Claims¶
- The DreamBox effect on the MAP Computation subtest was not statistically significant after WWC multiple-comparison correction — related
- The DreamBox effect on the MAP Measurement and Geometry subtest was not statistically significant after WWC multiple-comparison correction — related
- DreamBox Learning produced a statistically significant positive effect on MAP overall math scores for K–1 students — related
- In the reviewed RCT, students averaged 21.8 hours of DreamBox usage, below the developer's recommended 90 minutes per week — related
- In a randomized study in three high-poverty Bay Area charter schools, K-1 students using DreamBox gained significantly more than control students on the NWEA MAP Measurement and Geometry subtest (ES +0.16) and scored higher overall (ES +0.11) — related
- Author-reported statistically significant program effects did not remain significant after WWC corrections for clustering and multiple comparisons — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dreambox-problem-solving-number-sense-statistics-null |
title |
DreamBox effects on the Problem Solving, Number Sense, and Statistics and Probability subtests were not statistically significant |
description |
DreamBox effects on the Problem Solving, Number Sense, and Statistics and Probability subtests were not statistically significant |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — null-subtests |
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