An exploratory study of a number sense program to develop kindergarten students' number proficiency

Area of Science:

• Early Childhood Education
• Mathematics Education
• Developmental Psychology

Background:

• Early identification of students at risk for mathematics difficulties is crucial.
• Developing foundational number sense in kindergarten is linked to later academic success.
• Targeted interventions can address gaps in early mathematical understanding.

Purpose of the Study:

• To evaluate the effectiveness of a number sense program (NSI) for kindergarten students.
• To determine if the program's impact differs based on students' risk for mathematics difficulties.
• To assess the program's ability to enhance number proficiency and treatment responsiveness.

Main Methods:

• A quasi-experimental design was employed with 101 kindergarten students from five classrooms.
• Classrooms were randomly assigned to either the NSI intervention or a control condition.
• Number sense proficiency was measured at posttest and a 3-week retention test.

Main Results:

• Students in the NSI group showed significant improvements in all number sense measures compared to the control group.
• These gains were consistent at both posttest and the retention test.
• The positive effects of NSI were observed across students regardless of their at-risk status for mathematics difficulties.

Conclusions:

• Number sense instruction (NSI) is an effective intervention for improving kindergarten students' mathematical skills.
• NSI benefits a broad range of students, including those identified as at risk for mathematics difficulties.
• Implementing NSI programs can play a vital role in preventing early mathematical learning difficulties.