No child left behind, nor singled out: is it possible to combine adaptive instruction and inclusive pedagogy in early math software?

The article addresses the challenge of combining adaptive and inclusive instruction in early math software, that is, to provide different kinds of support and challenges to different individuals in response to their different needs—yet avoid exposing children (whether far behind or far ahead) as being different. Arguments for adaption as well as inclusion are discussed, and an evaluative user study is conducted in which 42 3- to 6-year-old preschool children made use of a digital play-&-learn game for early math designed to combine adaptive instruction with inclusion during a period of 6 weeks. Data logging, performance measures, observations of children playing, and interviews with teachers are used to evaluate whether the adaptive and inclusive strategies worked out as intended. Results indicate that the goals of inclusion as well as the goals of adaptivity were met. A preliminary conclusion is that it is possible to combine adaptation and inclusion in early math software.