Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE (www.oxfordhandbooks.com). © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 06 December 2019

Abstract and Keywords

Computer-assisted interventions (CAI) on basic number skills have been studied over the last 70 years. The technical development from large, room-sized, mainframe computers to handhelds is revising the school pedagogy in a similar fashion to what school books once did. Computers provide a tool for delivering instruction, but still the contents of CAI have followed on the ruling pedagogical trends of the time. The basic models of repetitive practice to gain arithmetic fluency and problem solving–oriented discovery learning can be found from CAI on numerical skills. The increasing knowledge about educational neuroscience has not changed these models, but turned the attention to the details in the types of numerical stimuli used in training. During these 70 years, there has been a prolific increase in the amount and quality of studies on CAI, but a declining trend in the effectiveness. The charm of novelty is transforming to a daily tool for learning.

Keywords: computer-assisted, intervention, mathematics, effectiveness, neuroscience

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.