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Advances in Social Sciences Research Journal – Vol. 8, No. 5
Publication Date: May 25, 2021
DOI:10.14738/assrj.85.10273.
Hardman, J., & Raudzingana, M. (2021). Mathletics software and student attainment in grade 4- a cultural historical analysis.
Advances in Social Sciences Research Journal, 8(5). 517-531.
Services for Science and Education – United Kingdom
Mathletics software and student attainment in grade 4- a cultural
historical analysis
Joanne Hardman
School of Education
Room 514 /Neville Alexander Building /Upper Campus
University of Cape Town/ Rondebosch/ Cape Town
Mashudu Raudzingana
University of Cape Town
ABSTRACT
Mathletics is a networked mathematics software package that affords students the
opportunity to solve problems. This software is extremely popular in the developed
world (Day, 2013) and is gaining popularity in the developing world as a tool that
can potentially impact students’ mathematics attainment. 25 years after democracy
South Africa continues to lag behind the rest of the world in mathematics and
science attainment (Isdale, Reddy, Juan & Arends, 2017). The use of computer- based software packages to meet the needs of developing students’ understanding
of mathematics is, therefore, of interest in our context. However, research is clear
that it is not technology itself that can lead to learning but rather, how this
technology is used; that is, the pedagogical practices underpinning the use of
technology serves to develop understanding. This study sought to investigate
Mathletics ability to impact positively on student attainment as well as their
understanding. Findings indicated that Mathletics software does not build
mediation into its programme and, therefore, does not develop conceptual
understanding. In relation to student’s attainment, findings indicated that children
did not perform better after using Mathletics on a summative test of calculation
problems, pointing to the importance of pedagogical underpinnings when using
technology.
Keywords: Mathletics; mediation; cultural historical theory; student attainment.
BACKGROUND
In the 21st century technology has become ubiquitous in classrooms, with internet connectivity
and interactive whiteboards being the most popularly used technology, followed closely,
according to Day (2013), by the mathematics software programme Mathletics. The
development of software to facilitate mathematics learning in primary schools has led to an
interest in how these learning tools can develop children cognitively (Sinclair & Baccaglini- Frank, 2016; Drijvers , 2015; Author 1, 2015). Research regarding the impact of technology on
learning mathematics indicates that Information Communication Technology (ICTs) can
positively influence attainment in primary schools (Tamim, Bernard, Borokhovski, Abrami and
Schmid, 2011; Higgins, Xiao, Katsipataki, 2012; Li & Ma, 2010; Cheung & Slavin, 2013; Demir &
Basol, 2014; Xie, Wang, Hu, 2018, Chuahan, 2017; Slavin, Lake & Groff, 2009; Slavin & Lake,
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2008; Rakes et al, 2010; Harrison, Lunzer, Tymms, Fitz-Gibbon, & Restorick, 2004). However,
these gains are only possible if technology is integrated into sound pedagogical practices
(Higgins, Xiao, &Katsipataki, 2012; Herold, 2013; Wong & Evans, 2007). Technology on its own
has been found to have no effect on learning (Tamim et al, 2011). It is against this background
of ICTs and their potential to act as learning/teaching tools that the current paper poses the
following two questions:
1. Does Mathletics software mediate students’ access to mathematical concepts?
2. Does Mathletics software impact positively on students’ mathematical attainment on a
summative assessment of calculation in a grade 4 classroom?
MATHLETICS
If one googles ‘help with mathematics’ you receive 349 000 000 results; clearly, there is an
expressed need for help with mathematics. Consequently, software that can meet that need is
in demand. Developed in Australia and operated by 3P Learning, subscription-based Mathletics
software is an example of Computer Assisted Instruction (CAI) which was defined by
Kirkpatrick & Cuban (1998) as a program that provides drill exercises and tutorials with the
use of computers and computer software. Theoretically, CAI is largely underpinned by a view
of learning referred to as constructivism. This derives from the cognitive constructivist work of
Piaget (1976) and, to a somewhat lesser degree, the cultural historical work of Vygotsky (1978)
in the East and the sociocultural work of Wood, Bruner and Ross (1976), in the West.
Constructivism is a wide field, with often divergent views; however, what is agreed upon in this
field is that a child is an active cognising agent who transacts with objects in the world to
construct knowledge. The notion of collaboration as a pedagogical tool informs this perspective,
with children encouraged to actively collaborate when solving problems.
The Mathletics program is mainly used as a computer-based software program; however, a
Mathletics mobile application has been made available, which serves the same purpose as the
computer based online software. Students can now either access Mathletics via the computer
through the internet browser or via their mobile phones through a mobile application. The
South African Mathletics webpage, described Mathletics as:
“a captivating online learning space providing students with all the tools they need
to be successful learners, both in the classroom and beyond. Powerful
courses aligned to the South African Mathematics curriculum across Foundation,
Intermediate and Senior Phase, matched with dynamic tools and reporting for
teachers.”
According to 3P learning, there are in excess of 3 million users worldwide using this software
(3P Learning, 2010a).
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looked at Mathletics and student achievement over 25 schools in a structured after-school
programme. The overall programme built in more teaching (30 percent more hours than those
not attending the after-school programme) coupled with practice enabled using Mathletics. The
study found that students attending this programme obtained marks that were statistically
more significant than children who did not attend this programme (Black, Doolittle, Zhu &
Unterman, 2009). However, one cannot say that Mathletics is solely responsible for these gains
as it was one amongst a variety of variables, most notably, the increase in teaching hours.
Similarly, Day (2013) indicates that Mathletics is a popular and well utilised resource which has
been shown to afford gains in students’ attainment. Again, however, this is against a
background of other ICT usage and coupled with specific pedagogical input. It is, therefore,
impossible to methodologically isolate the impact of Mathletics on its own. A search of google
scholar, data bases EBSCO host and ERIC found only one paper that spoke specifically to
teaching/learning with Mathletics. Other papers located studied Mathletics as one amongst a
number of ICT interventions. The exception to the dearth of studies focusing solely on
Mathletics is the work of Nansen, Chakraborty, Gibbs, Vetere, & MacDougall (2012). This paper
deals, though, with the functionality of the software, focusing specifically on the affordances it
allows and technicity. Findings indicate that Mathletics affords students the opportunity to
engage with problem-solving in a well-designed environment. There is no indication in this
paper of what pedagogical practices should underpin the use of Mathletics nor indeed, of
whether Mathletics impacts positively on student attainment in mathematics. Our paper deals
explicitly with this gap in the literature.
THEORETICAL FRAMEWORK: VYGOTSKY’S PEDAGOGICAL PROJECT
Research indicates that technology on its own does not impact on mathematics attainment
(Timm et al, 2012; Author 1, 2015; 2019). Rather, it is how the technology is used,
pedagogically, that influences students’ conceptual development. Hence, a theory of pedagogy
is required in order to understand how software can potentially impact on learning. We situate
our work within the cultural-historical pedagogical framework proposed by Vygotsky (1978;
1986). Vygotsky’s work is particularly of use in our multicultural, multi-lingual society as it
speaks to the ability to explain differential cognitive attainment due to cultural and historical
influences. Vygotsky proposed that learning led to cognitive development, if implemented in
specific ways. He argued that mediation, or the structured guidance of a culturally more
competent ‘other’ (such as a teacher), was necessary in order to develop concepts in school.
Figure 3 below graphically illustrates how, in the development of higher cognitive functions, a
subject never approaches an object without some form of what Vygotsky called mediation.
Mediational means (or tools) include language and, in our instance, online software.