Abstract

Prior evidence emphasizes that ordinality, in particular, carries significant predictive weight for the development of arithmetic. Consequently, there is a growing need for learning software grounded in the sciences of learning and designed based on empirical evidence to serve as robust pedagogical support for early childhood educators. This paper presents MathPath, a software developed by a multidisciplinary team from the fields of mathematics education, early childhood education, cognitive psychology, and computer engineering. The tool targets cardinality, counting sequences, and number identification as essential precursors to ordinality, which represents the ultimate pedagogical goal of the digital tool. The experimental design tests two distinct versions of the software, according to two strategies for learning ordinality: one based on cardinality judgments through number comparison, and another based on counting sequence knowledge via long-term memory retrieval.

A quasi-experimental study was conducted with a final sample of 64 students from three preschools in Chile (age 5), divided into two experimental groups and one control group. Two distinct versions of the software were tested: one focusing on cardinality judgments and the other on counting sequence knowledge. The intervention lasted up to 15 sessions over a five-week period. The dependent variable measured was the Applied Problems subtest from the Woodcock-Johnson IV (Batería IV) battery. Findings demonstrate that both versions of MathPath were effective in improving numerical performance, with no significant differences observed between the two experimental conditions.

The discussion focuses on the software development experience and its current validation stage. It is concluded that MathPath serves as a playful and effective complement to early mathematics instruction, leveraging digital devices to enhance motivation for learning. Furthermore, this study evaluates the integration of digital methodologies in the preschool classroom, emphasizing the role of educational technology as a scaffold for teacher-led instruction rather than a replacement. The findings highlight the importance of creating user-friendly tools that facilitate the digitalization of classrooms while mitigating the risks of screen overexposure through the use of scientifically validated materials.

Keywords

Early Numeracy, Ordinality, Educational Software, Preschool Education, Evidence-based Learning.

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https://library.iated.org/view/PEAKE2026ASS

Abstract

Early numeracy skills, including number identification, counting, and cardinality, are critical predictors of long-term mathematical achievement, yet research on gamification’s role in fostering these skills in preschool settings remains limited. This study investigates the impact of the streak feature in a digital game-based learning (DGBL) application, Mathpath, on the early numeracy performance of 51 kindergarten students from three Chilean public schools. The cross-sectional design examines whether streaks, designed to provide immediate feedback and enhance motivation, improve task accuracy in number identification, counting, and cardinality. Over six weeks, students engaged with Mathpath’s gamified tasks, with performance assessed through in-app metrics and validated against the Woodcock-Johnson IV Applied Problems subtest. Descriptive analyses revealed that higher streak levels were associated with increased mean performance scores across all tasks, with number identification rising from 0.17 (streak level 0) to 0.74 (streak level 5). Correlational analyses confirmed significant positive relationships between number identification, counting, cardinality, and applied problems (r = .30 to 0.55, p < .05 to p < .001), supporting the DGBL tasks’ concurrent validity. An ANCOVA, controlling for baseline mathematical knowledge, indicated significant effects of streak level on performance (η² = 0.38–0.42). These findings suggest that streaks enhance engagement and numeracy outcomes, though the cross-sectional design limits causal inferences. Future research should explore longitudinal effects and diverse learner responses to refine gamified interventions for early education.

Keywords

Early numeracy, Gamification, Preschool, Digital game-based learning, Streaks.

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https://link.springer.com/article/10.1007/s10639-026-13920-6

Abstract

La importancia de asegurar el aprendizaje matemático en edades tempranas y las evidencias de su relación con factores emocionales del aprendizaje han aumentado, pero la autovaloración y el interés por aprender parecen disminuir. Frente a esta problemática, la gamificación surge como una estrategia sugestiva a responder a ambas inquietudes: el dominio del contenido y el estado emocional del estudiantado frente al aprendizaje. En esta revisión se realizó un análisis de artículos académicos que evidencian el uso de intervenciones gamificadas en investigaciones experimentales enfocadas en el aprendizaje de habilidades numéricas iniciales y operaciones aritméticas básicas. A través de una rigurosa revisión por pares fueron seleccionados 12 artículos, de los cuales 10 fueron sometidos a un metaanálisis, resultando el uso de elementos de la gamificación como una estrategia con un impacto positivo y significativo para el aprendizaje numérico y aritmético en edades tempranas. Además, la estrategia se relacionó con mejoras en la motivación y disposición a participar, generando un ambiente propicio para el aprendizaje.

Keywords

Gamificación, Matemática, Educación primaria, Motivación.

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https://www.revista-educacion-matematica.org.mx/descargas/Vol38/1/01_REM_38-1.pdf

Abstract

Este estudio de alcance correlacional explora la relación entre conceptualizaciones sobre el juego de educadoras de párvulos chilenas y el desempeño matemático de niños y niñas de kínder (N = 290, Medad = 70,40 meses, DE = 3,91). 15 educadoras expresaron conceptualizaciones de juego con entre 3 y 5 conceptos libres que fueron codificados por 3 autores del estudio. Estas categorías sirvieron para agruparlas mediante un análisis de conglomerados. Los resultados arrojaron 2 grupos de educadoras, cuyos estudiantes fueron comparados mediante un análisis multivariado que reveló diferencias significativas en dos tareas matemáticas. Se evidencia que las conceptualizaciones sobre el juego influyen de manera significativa en el aprendizaje matemático de sus estudiantes. En particular, quienes consideran que el juego integra el aprendizaje con lo lúdico, obtienen mejores resultados en sus estudiantes. Estos hallazgos revelan el juego como una herramienta valiosa, no solo para la recreación, sino también para el aprendizaje matemático.

Keywords

Juego pedagógico, habilidades matemáticas tempranas, educación inicial.

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https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052025000300221&lng=en&nrm=iso&tlng=en

Abstract

This study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education

Keywords

Mathematics, motivation, kindergarten, digital game-based learning.

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https://www.tandfonline.com/doi/full/10.1080/07380569.2024.2390404