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Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs
Jo Van Herwegen1, Hiwet Mariam Costa1, Bethany Nicholson1
1Department of Psychology, Kingston University, London, UK.
Background:
Although previous correlational studies have shown that both symbolic and non-symbolic abilities relate to mathematical abilities, correlational studies cannot show the cause and effect of these abilities for mathematical success.
Aims:
The current study examined the effect of a non-symbolic training program, called PLUS and a symbolic training program, called DIGIT, to provide further insight into the causal nature of domain specific factors that contribute to mathematical abilities.
Methods:
and Procedures: Forty-nine preschool children who had low mathematical abilities were recruited and randomly allocated to the DIGIT and PLUS training programs. Performance on a number of mathematical tasks was compared to 20 preschoolers with no mathematical difficulties.
Outcomes And Results:
Performance in both training programs improved on the Test of Early Mathematical Abilities as well as on a non-symbolic Approximate Number Sense task, counting tasks, and digit recognition tasks, immediately after five weeks of training and this improvement remained six months later.
Conclusions And Implications:
This study provides further evidence that symbolic and non-symbolic abilities bi-directionally impact on each other and that ordinality knowledge is an important factor of mathematical development.
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