Early mathematic skills have a substantial impact on later school achievement. Children with poor school achievement are at risk fo r adverse consequences later in life. Math competencies also have conseq uences for the economy at large because societies are becoming increasin gly dependent on skill sets including mathematics. Proficiency with basi c arithmetic\, also known as math fact (i.e.\, 3+8\, 12-3)\, is consider ed to be a critical early math skill. Intervention research in mathemati cs have demonstrated that math fact deficits among students with low mat h performance can be improved with additional targeted\, non- technologi cal interventions (i.e.\, small-group tutoring).

\n\nThe aim of th e present thesis was to investigate the effect\, using a randomized plac ebo controlled design\, of additional adaptive\, behavioral based\, math training on a tablet on low performing second graders. The first study (study I)\, investigated if arithmetic skills could be assessed in a rel iable and valid way on tablet. The examination showed that arithmetic sc ales could be transferred from paper-based tests to tablet with comparab le psychometric properties\, although not for a pictorial scale\, and th at separate norms are needed for tablet. Study II demonstrated that trai ning on a tablet\, for on average 19 hours across 20 weeks\, improved ba sic arithmetic skills after training in the math conditions compared to control/ placebo conditions. The effects were medium sized at post asses sment. There was a fadeout of effects at 6 months follow-up\, where smal l effects were shown\, and the effects decreased further at 12 months fo llow-up. Children with lower non-verbal IQ seemed to gain significantly more at follow- ups than children with higher non-verbal IQ. The study f ound no additional effects of combining working memory training and math training. Study III\, using a machine learning analysis\, found that ch ildren demonstrating a positive response at 6 months follow-up were char acterized by having completed 90 % or more of the math program at the de fault level\, in combination with having a fairly favorable socioeconomi c background.

\n\nIn summation\, this work demonstrates how an ada ptive behavioral based program on a tablet can help low performing child ren improve critical early math skills.

\n DESCRIPTION:The aim of the present thesis was to investigate the effect\, using a randomized placebo controlled design\, of additional adaptive\, behavioral based\, math training on a tablet on low performing second g raders. SUMMARY:Closing the Gap: How an Adaptive Behavioral Based Program on a Ta blet Can Help Low Performing Children Catch Up in Math: a Randomized Pla cebo Controlled Study LOCATION:(13:026) Sydney Alrutz-salen\, Blåsen hus\, von Kraemers Allé 1A /1E\, Uppsala TZID:Europe/Stockholm DTSTART:20180216T100000 DTEND:20180216T235900 UID:20180216T100000-32814@uu.se END:VEVENT END:VCALENDAR