Blended learning for early numeracy is no panacea: a quasi-experimental study

Early numeracy skills are falling, leading to quests for new instructional approaches. Blended learning has potential to improve motivation and achievement in mathematics. We investigated the effects on pupil achievement and motivation of using Dragonbox School in 2019-2020, which aims for a holistic early numeracy approach with teacher training, books, physical concretes, and digital components. We used a quasi-experimental pre–post study across one school year, with an overall sample size (Ngrade 1 = 368 grade 1 and Ngrade 2 = 538 pupils), matching on prior data, and using structural equation modelling. Despite teacher satisfaction, we could not find convincing positive effects of the intervention, but found a negative development for motivation in grade 2. The findings imply that this blended learning approach is not a magic bullet, even with satisfied users. We discuss the lack of adaptive features and variable teacher competences as foundation for using the novel approach effectively.