Counting and Number Line Trainings in Kindergarten: Effects on Arithmetic Performance and Number Sense

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Early numerical capacities are crucial for later arithmetic proficiency.
• Mapping skills, including counting and number line representation, are vital precursors to arithmetic development.
• The effectiveness of different training methods for fostering these skills requires investigation.

Purpose of the Study:

• To compare the efficiency of counting versus number line training programs in enhancing children's mapping skills.
• To examine the moderation effects of age and socio-economic status (SES) on training outcomes.
• To determine which training approach is more effective for improving number sense and early arithmetic skills.

Main Methods:

• A quasi-experimental design involving 90 kindergartners.
• Three conditions: counting training, number line training, and a control group.
• Pretest and posttest assessments of arithmetic (addition) and number sense (comparison, number lines, counting).

Main Results:

• The counting training group showed significantly greater improvements in arithmetic, counting, and symbolic number line tasks compared to the control group.
• The number line training group did not exhibit significantly greater gains than the control group.
• Training effects were moderated by age, but not by socio-economic status.

Conclusions:

• Counting training effectively enhances numerical capacities and early arithmetic skills in kindergarteners.
• Number line training did not yield significant improvements in the studied numerical capacities.
• A counting-based approach appears more effective for fostering foundational number sense and arithmetic skills in early childhood education.