Teachers in the Math Supplement condition reported significantly greater increases in teaching shapes, numeracy, and patterns with technology than Technology & Media teachers¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was a significantly greater increase in the proportion of teachers reporting teaching shapes, numeracy, and patterns with technology in the Math Supplement condition compared to the Technology & Media condition. → Llorente 2015

Evidence¶

Llorente 2015¶

Llorente, C., Pasnik, S., Moorthy, S., Hupert, N., Rosenfeld, D., & Gerard, S. (2015). Preschool Teachers Can Use a PBS KIDS Transmedia Curriculum Supplement to Support Young Children's Mathematics Learning: Results of a Randomized Controlled Trial. SREE Spring 2015 Conference Abstract. https://sree.org/conferences/2015-conference/

q3 · i? · causal · r2

Teacher survey pre/post data (Table 4) show large pre-to-post increases in both technology conditions, e.g., counting rose from 51% to 90% in the Supplement condition and from 33% to 84% in Technology & Media, with significance markers per contrast.

"There was a significantly greater increase in the proportion of teachers who reported teaching shapes, numeracy, and patterns in the PBS KIDS Transmedia Math Supplement condition compared to teachers in the Technology & Media condition."

Discussion¶

Related Claims¶

• Children in the PBS KIDS Transmedia Math Supplement condition scored significantly higher on the Supplement-based Assessment than children in the Technology & Media condition — related
• Effects of the Math Supplement on the standardized REMA assessment were marginally significant against both comparison conditions — related
• Children in the PBS KIDS Transmedia Math Supplement condition scored significantly higher on the Supplement-based Assessment than children in the Business as Usual condition — related