View in EDS

Tablet-Based Arithmetic Fluency Assessment Reveals Developments in Math Cognition and Math Achievement from Childhood to Adolescence

Saved in:
Bibliographic Details
Title: Tablet-Based Arithmetic Fluency Assessment Reveals Developments in Math Cognition and Math Achievement from Childhood to Adolescence
Language: English
Authors: Ethan Roy (ORCID 0000-0002-4956-2237), Mathieu Guillaume, Amandine Van Rinsveld, Project iLead Consortium, Bruce D. McCandliss (ORCID 0000-0001-9393-3421)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1468769
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Tablet-Based Arithmetic Fluency Assessment Reveals Developments in Math Cognition and Math Achievement from Childhood to Adolescence
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ethan+Roy%22">Ethan Roy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4956-2237">0000-0002-4956-2237</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mathieu+Guillaume%22">Mathieu Guillaume</searchLink><br /><searchLink fieldCode="AR" term="%22Amandine+Van+Rinsveld%22">Amandine Van Rinsveld</searchLink><br /><searchLink fieldCode="AR" term="%22Project+iLead+Consortium%22">Project iLead Consortium</searchLink><br /><searchLink fieldCode="AR" term="%22Bruce+D%2E+McCandliss%22">Bruce D. McCandliss</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9393-3421">0000-0001-9393-3421</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22npj+Science+of+Learning%22"><i>npj Science of Learning</i></searchLink>. 2025 10.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: NSFSLCN1540854
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+Computers%22">Tablet Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1038/s41539-025-00314-5
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2056-7936
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1468769
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1468769
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1038/s41539-025-00314-5
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Arithmetic
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Tablet Computers
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
    Titles:
      – TitleFull: Tablet-Based Arithmetic Fluency Assessment Reveals Developments in Math Cognition and Math Achievement from Childhood to Adolescence
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ethan Roy
      – PersonEntity:
          Name:
            NameFull: Mathieu Guillaume
      – PersonEntity:
          Name:
            NameFull: Amandine Van Rinsveld
      – PersonEntity:
          Name:
            NameFull: Project iLead Consortium
      – PersonEntity:
          Name:
            NameFull: Bruce D. McCandliss
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2056-7936
          Numbering:
            – Type: volume
              Value: 10
          Titles:
            – TitleFull: npj Science of Learning
              Type: main
ResultId 1