Computerized dynamic assessment of seriational thinking modifiability: Effects of mediation on seriation and readiness for math among kindergarten and grade 1 children

Abstract

Background and Aims: A vast body of theory and research highlights the operation of seriation as a prerequisite to mathematical thinking in young children. However, there is limited evidence that seriation interventions improve early years mathematics. The current study's primary aim was to explore whether a brief computerized intervention for seriation within a dynamic assessment procedure can enhance seriation and transfer to mathematics readiness, the effect of intervention on task dimensions of quantity, size and darkness, and the prediction of math modifiability by seriational modifiability. Sample: A sample of 440 Kindergarten and Grade 1 children was randomly assigned to experimental (n = 231) and control groups (n = 209). The mean age (in months) of the children in the experimental and control groups was 73.48 and 74.51, respectively. The number of boys and girls was 228 and 212, respectively. Methods: All children were administered a computerized version of the Children's Seriational Thinking Modifiability Test and the Math Readiness Test before and after the intervention. The experimental group of children received 45 min of mediation on seriation problems, whereas the control group practised seriation problems without mediation. Results: The findings revealed that children in the experimental group demonstrated improved seriation and math performance compared to children in the control group. More significant increases were observed in size and darkness than in quantity. Seriational modifiability significantly predicted readiness for math improvement. The findings support our hypothesis that seriation intervention is essential for developing math thinking.