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DOI: https://doi.org/10.15507/1991-9468.26303.537-554

UDC 37:51:004.9

Forming Math Skills of Senior Preschoolers with Mobile Educational Applications

Alexander N. Veraksa
Dr.Sci. (Psychol.), Professor, Academician, Russian Academy of Education (8 Pogodinskaya St., Moscow 119121, Russian Federation), Head of the Chair of Psychology of Education and Pedagogy, Lomonosov Moscow State University (1 Leninskie Gory, Moscow 119991, Russian Federation), ORCID: https://orcid.org/0000-0002-7187-6080, Scopus ID: 15770369700, Researcher ID: H-9298-2012, SPIN-code: 9953-2754, This email address is being protected from spambots. You need JavaScript enabled to view it.

Margarita S. Aslanova
Senior Lecturer of the Chair of Pedagogy and Medical Psychology, I.M. Sechenov First Moscow State Medical University of the Ministry of Healthcare of the Russian Federation (Sechenov University) (8, bld. 2 Trubetskaya St., Moscow 119991, Russian Federation), ORCID: https://orcid.org/0000-0002-3150-221X, Scopus ID: 57218302568, Researcher ID: ADR-7020-2022, SPIN-code: 3764-4682, This email address is being protected from spambots. You need JavaScript enabled to view it.

Maria S. Zhuravleva
Student of the Chair of Pedagogy and Medical Psychology, I.M. Sechenov First Moscow State Medical University of the Ministry of Healthcare of the Russian Federation (Sechenov University) (8, bld. 2 Trubetskaya St., Moscow 119991, Russian Federation), ORCID: https://orcid.org/0009-0003-3993-939X, SPIN-code: 5832-1479, This email address is being protected from spambots. You need JavaScript enabled to view it.

Maria E. Dmitrieva
Junior Researcher of the Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Center for Psychological and Interdisciplinary Research (9, bld. 4 Mokhovaya St., Moscow 125009, Russian Federation), ORCID: https://orcid.org/0009-0002-9461-1859, SPIN-code: 2649-0813, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. Given the current trend toward digitalization of education, studying the effectiveness of digital educational apps in teaching preschoolers is particularly relevant. However, most studies either examine the general impact of digital technologies on child development or rely on parent survey data, without specifically addressing the role of adult mediators in teaching preschoolers mathematics. The aim of this study was to evaluate the effectiveness of digital educational apps in developing mathematical skills in older preschoolers, as well as the role of adult participation (digital mediation).
Materials and Methods. The study involved 72 children aged 5–6 years, divided into four groups: digital learning with adults, digital self-study, traditional approach, and a control group that continued the standard preschool curriculum. A formative experimental design with pre- and post-testing was used: children in the control group continued mastering the kindergarten curriculum, while children in the experimental groups attended additional formative classes, after which the level of mathematical skills development was re-tested.
Results. Children taught in a digitally mediated environment and those taught traditionally demonstrated a higher level of mathematical skill development compared to children working with the app independently. Furthermore, the digital app combined with adult mediation demonstrated effectiveness comparable to traditional teaching methods. Statistically significant differences (p < 0.05) were obtained for all three skills, with the greatest effect of digital mediation observed in the task of determining the position of a number on a number line.
Conclusion. Digital educational apps can serve as an effective tool for developing mathematical skills in preschoolers, provided that they are accompanied by adult digital mediation. The obtained results are consistent with current research indicating the importance of a meaningful approach to children’s digital activities on the part of adults. The results can be used by teachers and parents when organizing children’s collaboration with digital educational apps, as well as by developers when designing apps that stimulate child-adult interaction in the development of mathematical skills.

Keywords: preschool education, mathematical skills of preschoolers, digital educational applications, digital mediation by adults, formative experiment

Conflict of interest: The authors declare no conflict of interest.

For citation: Veraksa A.N., Aslanova M.S., Zhuravleva M.S., Dmitrieva M.E. Forming Math Skills of Senior Preschoolers with Mobile Educational Applications. Integration of Education. 2026;30(3):537–554. https://doi.org/10.15507/1991-9468.26303.537-554

Authors’ contribution:
A. N. Veraksa – development of methodology; specifically critical review.
M. S. Aslanova – formulation research goals and aims; development of methodology; application of formal techniques to analyse study data; specifically critical review.
M. S. Zhuravleva – conducting a research and investigation process; application of formal techniques to analyse study data; specifically writing the initial draft.
M. E. Dmitrieva – conducting a research and investigation process; application of formal techniques to analyse study data.

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

All authors have read and approved the final manuscript.

Submitted 14.05.2025;
revised 24.07.2025;
accepted 31.07.2025.

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