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...