‘Summaze! Primary,’ aims to provide problem solving activities to support learners in applying their knowledge and skills. This would in turn raise achievements in Mathematics reasoning skills which Jane Jones (2015) (National Lead for Mathematics) found was not developed enough in schools.
Outhwaite et al (2019) explore ‘Raising Early Achievement in Math with Interactive apps, through a control trial. This research aims to explore the impact of interactive Maths apps as an intervention to support early Maths development. There were three groups, group 1 who used the app as a supplementary intervention, group 2 had a teacher-led intervention and a control group 3 received standard practice. This explores a blended learning approach which Bersin (2004) describes as a traditional instructor-led training supplemented by other electronic formats. Beach and O’ Brien (2015) highlight the importance of an activity to be designed to exploit the uses of an app and this app is being used to assess the effectiveness of blended learning as well as its role in raising achieving. Outhwaite et al (2019) focusses on the achievement within an Early Years setting which is beneficial as tablets do not require the same dexterity as computers. These learners are used to an explorative play-based curriculum and therefore, a trial where learners are using technology for game-based learning, is more suitable their learning needs. It is therefore important to consider whether the findings can be applied to children learning within a more structured environment within KS1 and above.
Outhwaite et al (2019) found that there were significant gains in achievement within two groups in particular. The group who used the Maths app as a supplementary intervention and the group who had a teacher-led intervention. This suggest that the use of apps can raise achievement, however, the guided instruction that learners received may have had the most impact. Hattie (2009); Korpershoek et al (2014) agree that guided instruction can optimise learning. It also important to note that both groups took part in an intervention and therefore had more guided learning opportunities than the group who received standard practice. Outhwaite et al (2019); Pareto (2012) agree that Mathematical knowledge can be improved through game play and Outwaite et al (2019) adds that a well-designed app can support this achievement. However, Meletiou-Mavrotheris (2012) attribute the success of games in the classroom as dependent on the knowledge, attitudes and experiences of teachers. The role of the teacher is not explored in this trial and the focus is on the intervention. Moyer-Packenham et al (2015) highlights the importance for teachers to understand effective ways to facilitate learning through the use of apps.
During the trial, learners in group 1 were encouraged to use the tablets with headphones on during their free play time, as a supplementary intervention where group 2 had a teacher-led session. Both of these groups showed achievements in Maths. However, Nicolopoulou (2015) argues that eliminating free play from young children can be harmful to their physical and mental well-being. The Department of Education (2017) provide statutory guidance, stating that each area of learning must be implemented through purposeful play through a mixture of adult-led and child-initiated. These intervention groups can be described as play through adult-led tasks. Although, Kaye (2017) suggests that technology should be used more collaboratively to fit more of Vygotsky’s social constructivist approach. Bergh at al (2013) adds that students should learn from each other by testing, elaborating and refining their knowledge (Bergh et al, 2013:343). It is key to question whether within a social, explorative play-based curriculum we would choose for learners to be sat alone on headphones.
Outwaite et al (2019) conducted the first UK largest study into the use of Maths apps, which has provided a great insight into its effective uses. The research has shown that Maths apps can be used to raise early achievement. However, as Outwaite et al (2019) highlight ‘detailed qualitative research is further needed to explore insights into teachers’ perceptions and implementation,’ (2019:294).
Use of the app Sumaze! Primary 