Fostering number sense in low SES children: a comparison between low- and high-intensity interventions

Tonizzi, Irene; Traverso, Laura; Usai, Maria Carmen; Viterbori, Paola

doi:10.1007/s13394-019-00307-9

Cited by 8 publications

(2 citation statements)

References 66 publications

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“…The visual number line, depicting numbers ordered with increasing magnitude from left to right (i.e., 1–2–3–4–5…), is an effective tool to support numerical magnitude understanding as it visually represents numerical information, with the distance between numbers reflecting their numerical relation (Sella et al, 2017). The number line is widely used within educational settings to introduce arithmetic and other numerical concepts (Ernest, 1985; Greenes et al, 2004; Griffin, 2004, 2009; Griffin & Case, 1996; Lewis Presser et al, 2015; Tonizzi et al, 2021). Children’s accuracy in placing numbers on a line has been related to their numerical skills (Ramani & Siegler, 2008; Schneider et al, 2018).…”

Section: The Number Linementioning

confidence: 99%

No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children.

James-Brabham,

Jay,

Sella

2024

Journal of Educational Psychology

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Early numerical skills are important not only for later mathematical achievement but for overall achievement and are associated with later income, health, and quality of life. Socioeconomic disparities in numerical skills are visible before children begin school, and widen throughout schooling. It is, therefore, important to support the development of early numerical skills in children from lower socioeconomic backgrounds. Previous studies have highlighted the effectiveness of linear number board games for improving early numerical skills, and the beneficial effect of counting backward as well as forward. We designed a number board game that required children to place number cards in order on a line, either forward-only or forward and backward in small groups in the classroom. The game's effectiveness was evaluated in 4-to 5-year-old children from schools located in socioeconomically disadvantaged areas. Children were randomly allocated to one of three conditions: playing the number game forward-only (n = 82), playing the number game forward and backward (i.e., bidirectional condition; n = 82), or an alphabet game (active control, n = 85). After eight gameplay sessions across 5 weeks, children's numerical and letter-sound knowledge skills improved, but there was no significant effect of the intervention condition. Neither forward nor bidirectional number line games (nor the alphabet game) added benefits beyond the learning already happening in the classroom. Short linear board game interventions may be effective compared to control groups who received minimal or absent numerical education, but they fail to provide an additional advantage when children are already learning mathematics in school. Educational Impact and Implications StatementThe study investigated the effectiveness of a brief number board game intervention aimed at enhancing early numerical skills in young children. Low attrition, high engagement, and enjoyment were observed among the children during the game sessions, demonstrating the game's potential in terms of usability. However, the game did not provide additional benefits beyond regular classroom learning. Short gamebased interventions may not always improve numerical skills beyond the learning already happening in the classroom.

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Section: The Number Linementioning

confidence: 99%

No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children.

James-Brabham,

Jay,

Sella

2024

Journal of Educational Psychology

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“…The measures of social-economic status are typically comprised of three indicators, family income, parents' education and parents' occupation (Rindermann and Baumeister, 2015). Social-economic status is not only an important factor in determining the placement of families within the social hierarchy (Daphne et al, 2019), but also a powerful predictor of many aspects of child development and well-being (Hoff, 2010;Tonizzi et al, 2020). Children from families with higher SES can experience a better quality of literacy and other aspects (Irwin et al, 2007).…”

Section: Socioeconomic Status and Child Developmentmentioning

confidence: 99%

Socioeconomic status and problem behaviors in young Chinese children: A moderated mediation model of parenting styles and only children

Lin

Zhang²,

Liao³

et al. 2023

Front. Psychol.

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IntroductionThis study tested a moderated mediation model of child number (CN) and parenting styles (PS) in the relationships between family socioeconomic status (SES) and young children’s problem behaviors (PB).MethodsA sample of 1,101 children (Mage = 4.90 years, SD = 1.07) and their parents participated in this study. Parents reported on PS, SES, and children’s PB.Results and DiscussionThe results show SES was positively related to authoritative parenting and negatively related to authoritarian parenting; problem behaviors were negatively related to authoritative parenting and positively related to authoritarian parenting; authoritative parenting and authoritarian parenting mediated the relationship between SES and PB; and singleton moderated the relationship between SES and PB. The combination of only children and low levels of SES could lead to high PB levels, while the combination of non-only children and high levels of SES could lead to high PB levels. At the same SES, only children had higher PB levels than non-only children.

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Greek Parents’ App Choices and Young Children’s Smart Mobile Usage at Home

Papadakis

Alexandraki

Zaranis

2022

New Realities, Mobile Systems and Applications

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Fostering number sense in low SES children: a comparison between low- and high-intensity interventions

Cited by 8 publications

References 66 publications

No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children.

No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children.

Socioeconomic status and problem behaviors in young Chinese children: A moderated mediation model of parenting styles and only children

Greek Parents’ App Choices and Young Children’s Smart Mobile Usage at Home

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