Technology Use in Early Mathematics Education: A Systematic Review and Meta-Analysis

In this study, we aim to investigate the effectiveness of technology interventions in improving preschoolers’ mathematical skills. A systematic review and meta-analysis will be conducted following PRISMA guidelines. Studies were identified through several databases such as ERIC, Scopus, and WoS. We used PICO framework to create our search strategy, and inclusion and exclusion criteria. Hence, articles must include children aged 3-6 or not yet in formal schooling (Population), include a technology intervention (Intervention), have a pre-post intervention design (Comparison), and assess children’s mathematical skills (Outcome). All articles will be double-blind screened by two authors. The systematic review will synthesize the literature on technology interventions in early mathematics education, develop a framework to categorize the type of technological platforms used in the interventions, and identify both strengths and key gaps in the existing literature. Further, the meta-analysis will provide a quantitative synthesis of current evidence and strengthen our understanding of the effectiveness of technology interventions to improve preschoolers' mathematical skills.