Improving approximate number sense abilities in preschoolers: PLUS games

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Approximate number system (ANS) abilities in early childhood predict later formal mathematical knowledge.
• Early identification and intervention for mathematical difficulties are crucial for academic success.

Purpose of the Study:

• To investigate if non-symbolic training games targeting the ANS can improve preschool children's ANS abilities.
• To assess the efficacy of a targeted ANS training program in young children.

Main Methods:

• Thirty-eight preschoolers were randomly assigned to a training group (daily 10-min ANS games) or a control group (interactive picture book reading).
• The training program focused exclusively on non-symbolic numerosities (guessing and comparing quantities).
• Children's ANS abilities were assessed using a computerized task before and after the 5-week intervention.

Main Results:

• Children in the training group demonstrated significantly higher ANS abilities post-intervention compared to the control group.
• An ANCOVA revealed a significant effect of the training program on ANS improvement (p = .012, ηp2 = .171).
• The results indicate a measurable enhancement in ANS skills due to targeted, non-symbolic training.

Conclusions:

• Daily, targeted training using non-symbolic games can effectively improve approximate number system abilities in preschool children.
• These findings support the development of early intervention programs for children at risk for mathematical difficulties.
• Enhancing ANS skills may provide a foundational pathway to improving formal mathematical knowledge in early education.