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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Non-symbolic approximate arithmetic training improves math performance in preschoolers.

Joonkoo Park1, Vanessa Bermudez2, Rachel C Roberts2

  • 1Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA 01003, USA; Commonwealth Honors College, University of Massachusetts Amherst, Amherst, MA 01003, USA.

Journal of Experimental Child Psychology
|September 7, 2016
PubMed
Summary

Engaging preschoolers in non-symbolic approximate arithmetic games can boost math skills. This approach improves math readiness, particularly for young children lacking formal number concepts.

Keywords:
Approximate number systemCognitive trainingExecutive functionPreschool mathShort-term memoryVocabulary

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Area of Science:

  • Cognitive Development
  • Educational Psychology
  • Early Childhood Education

Background:

  • Early math proficiency predicts later academic success.
  • Low-income children often exhibit lower math readiness upon school entry.
  • Existing interventions primarily focus on symbolic number concepts, neglecting preverbal numerical abilities.

Purpose of the Study:

  • To investigate if non-symbolic approximate arithmetic engagement improves math skills in preschoolers.
  • To test the hypothesis that manipulating approximate quantities enhances early mathematical thinking.

Main Methods:

  • A tablet-based game involving non-symbolic approximate addition and subtraction was developed.
  • Three- to five-year-old children participated in the study.
  • A control group played a memory game to compare outcomes.

Main Results:

  • Children playing the approximate arithmetic game showed significant improvements in math skills.
  • These improvements were selective, indicating a specific effect of the arithmetic task.
  • The control group did not exhibit similar gains.

Conclusions:

  • Mental manipulation of approximate quantities is a viable tool for enhancing math readiness in preschoolers.
  • This non-symbolic approach can benefit children even before they master symbolic number representations.
  • Findings support the foundational role of intuitive numerical abilities in mathematical development.