Tablet-Based Arithmetic Fluency Assessment Reveals Developments in Math Cognition and Math Achievement from Childhood to Adolescence
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| Title: | Tablet-Based Arithmetic Fluency Assessment Reveals Developments in Math Cognition and Math Achievement from Childhood to Adolescence |
|---|---|
| Language: | English |
| Authors: | Ethan Roy (ORCID |
| Source: | npj Science of Learning. 2025 10. |
| Availability: | Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | NSFSLCN1540854 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 5 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education |
| Descriptors: | Arithmetic, Mathematics Skills, Tablet Computers, Grade 3, Grade 5, Grade 7, Problem Solving, Student Evaluation, Computer Assisted Testing, Evaluation Methods, Mathematics Achievement |
| DOI: | 10.1038/s41539-025-00314-5 |
| ISSN: | 2056-7936 |
| Abstract: | Arithmetic fluency is regarded as a foundational math skill, typically measured as a single construct with pencil-and-paper-based timed assessments. We introduce a tablet-based assessment of single-digit fluency that captures individual trial response times across several embedded experimental contrasts of interest. A large (n = 824) cohort of 3rd-7th grade students (ages 7-13 years) completed this task, revealing effects of operation and problem size in "common" problems (i.e., 5 + 3) often examined in studies of mathematical cognition. We also characterize performance on "exceptional" problems (i.e., 4 + 4), which are typically included in fluency tests, yet excluded from most cognitive studies. Overall, individuals demonstrated higher fluency on exceptional problems compared to common problems. However, common problems better predicted standardized tests scores and exhibited distinct patterns of speed-accuracy tradeoffs relative to exceptional problems. The affordances of tablet-based assessment to quantify multiple cognitive dynamics within chained fluency tests present several advantages over traditional assessments, thus enriching the study of arithmetic fluency development at scale. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468769 |
| Database: | ERIC |
| Abstract: | Arithmetic fluency is regarded as a foundational math skill, typically measured as a single construct with pencil-and-paper-based timed assessments. We introduce a tablet-based assessment of single-digit fluency that captures individual trial response times across several embedded experimental contrasts of interest. A large (n = 824) cohort of 3rd-7th grade students (ages 7-13 years) completed this task, revealing effects of operation and problem size in "common" problems (i.e., 5 + 3) often examined in studies of mathematical cognition. We also characterize performance on "exceptional" problems (i.e., 4 + 4), which are typically included in fluency tests, yet excluded from most cognitive studies. Overall, individuals demonstrated higher fluency on exceptional problems compared to common problems. However, common problems better predicted standardized tests scores and exhibited distinct patterns of speed-accuracy tradeoffs relative to exceptional problems. The affordances of tablet-based assessment to quantify multiple cognitive dynamics within chained fluency tests present several advantages over traditional assessments, thus enriching the study of arithmetic fluency development at scale. |
|---|---|
| ISSN: | 2056-7936 |
| DOI: | 10.1038/s41539-025-00314-5 |
