Unveiling the Benefits of Lower Primary Maths Tuition

The digital age has brought about a revolution in education, particularly in mathematics. With the exponential growth of internet access and digital devices in classrooms, subscription-based online platforms for mathematics learning have become increasingly prevalent. While research in mathematics education tends to focus on the benefits of digital technologies for teaching and learning, less attention is given to the use of commercial applications in mathematics. This article explores the benefits of lower primary maths tuition, examining the rationale behind schools choosing these resources and considering how they might fundamentally change the landscape of mathematics education.

The Rise of Online Mathematics Instruction Programs (OMIPs)

Internationally and in Aotearoa New Zealand, schools have increasing access to digital devices and the internet. Correspondingly, digital technology research within mathematics education is growing, and this research has focused particularly on teachers’ use of tools and software and their benefits to students’ learning. Yet much less research is evident regarding a common type of tool or software, that is, online mathematics instruction programs (OMIPs), despite their common use in schools. OMIPs go beyond the e-textbook, as they are interactive and adaptive to the learner. Such adaptive educational technology is also known as a ‘smart learning environment’, often including gamified learning. Popular examples of OMIPs operating in Aotearoa New Zealand are Mathletics, Studyladder, Sumdog and MathsBuddy.

Benefits of OMIPs for Lower Primary Maths Tuition

Like the broader digital technology field, research into OMIPs and other digital resources tends to focus on the affordances of these programs for mathematics learner cognition and motivation or teacher uptake of the resources. Further, there appears to be an assumption that the programs are inherently beneficial. Some international and local research into the use of digital technology demonstrates the accelerating uptake of OMIPs. For example, Day (2013, 2014) found increasing use of Mathletics in Western Australian schools, with approximately 75% of schools using the program. Mathletics was used along with Sumdog and Studyladder in an Aotearoa New Zealand-based case study into the use of digital technology, and Prodigy was used at one Australian school. In general, these studies focused broadly on digital technology use and found OMIPs were just one feature of the digital technology landscape in schools. However, a few studies instead focused on the OMIP themselves, such as Attard’s (2016) examination of how Matific promotes student learning and engagement, and Muir’s (2014) investigation into students’ use of Khan Academy and other sites they accessed for mathematics help. Nansen et al. (2012) discussed Mathletics, which was found, in line with Day (2014), to be a popular and significant feature of children’s technology use in Australia.

Personalized Learning

OMIPs offer personalized learning experiences, adapting to each student's individual needs and pace. This allows students to focus on areas where they need the most support, ensuring a solid foundation in fundamental mathematical concepts. Personalised learning is seen as being behaviourist, consumerist and under-examined within education.

Engaging and Interactive Content

Many OMIPs incorporate gamified elements, making learning fun and engaging for young learners. This can help to increase motivation and reduce math anxiety, fostering a positive attitude towards mathematics. Jablonka’s (2017) exploration of the gamification aspects of the OMIP Sumdog, argues that it uses seduction tactics to regulate the learners' ‘allegedly unpleasant mathematical activities’; in other words, the game positions regular mathematics education as ‘unpleasant’ in comparison to the seductively fun OMIP.

Immediate Feedback and Assessment

OMIPs provide immediate feedback on student performance, allowing them to identify and correct mistakes in real-time. This helps to reinforce learning and build confidence. Some OMIPs also include embedded and adaptive assessment aspects.

Accessibility and Convenience

OMIPs can be accessed anytime, anywhere with an internet connection, making them a convenient option for busy families. This flexibility allows students to learn at their own pace and on their own schedule.

Concerns and Considerations

While OMIPs offer numerous benefits, it is important to consider potential drawbacks. Critical views of OMIPs can be found more commonly in the literature that examines the Ed-tech industry generally. These provide critiques of personalised learning and data analytics in particular, two key components of commercial OMIPs. Similarly, the area of data analytics is not well grasped by education; here, concern includes the commodification of data and the possibility that such analytics may transfer educational decision-making from the teacher to private corporations. Ed-tech narratives are closely aligned with the narratives of neoliberalism, including the focus on the individual and the privatisation of education. In the case of OMIPs, this is a ‘privatisation by stealth’.

Cost

Many OMIPs require a subscription fee, which can be a barrier for some families. It is important to weigh the cost against the potential benefits before making a decision.

Over-Reliance on Technology

It is crucial to ensure that OMIPs are used as a supplement to, rather than a replacement for, traditional teaching methods. Students still need opportunities to engage in hands-on activities and interact with teachers and peers.

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