Computer-based training for improving mental calculation in third- and fifth-graders

Area of Science:

• Cognitive psychology
• Educational psychology
• Developmental psychology

Background:

• Limited research exists on improving arithmetical abilities through intervention programs.
• Few studies have investigated training focused on the symbolic representation of numbers, such as Arabic digits.

Purpose of the Study:

• To investigate the effectiveness of computer-based strategic training (ST) and process-based training (PBT) on mental addition skills in 3rd and 5th graders.
• To examine transfer effects on subtraction, math fluency, and numerical reasoning.

Main Methods:

• Three groups of schoolchildren (3rd and 5th grade) participated: strategic training (ST), process-based training (PBT), and passive control (PC).
• Training focused on mental additions.
• Pre- and post-training assessments included complex addition, subtraction, math fluency, and numerical reasoning tasks.

Main Results:

• Developmental differences were observed: 3rd graders showed greater benefits from ST, with improvements in subtraction and math fluency.
• 5th graders benefited more from PBT, demonstrating faster response times on the main addition task.
• Transfer effects varied based on training type and grade level.

Conclusions:

• The study suggests that different training approaches are more effective for different age groups in improving arithmetic skills.
• Findings have implications for designing targeted educational interventions for elementary school students.
• Age-specific strategies are crucial for optimizing the learning of mathematical concepts and skills.