Data previously available from Research Connections are now available from the Child & Family Data Archive. Child care and early education research, publications and other resources remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs

Resource Type: Reports & Papers
Author(s): Van Herwegen, Jo; Costa, Hiwet Mariam; Nicholson, Bethany; Donlan, Chris;
Date Issued: June, 2018
Description: 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. (author abstract)
show entire record ↓
Funder(s): Nuffield Foundation
Journal Title: Research in Developmental Disabilities
Volume Number: 77
Issue Number:
Page Range: 1-11
Topics: Children & Child Development > Child Development & School Readiness > Early Math/Numeracy

International Child Care & Early Education > Single-Country Studies

Programs, Interventions & Curricula > Interventions/Curricula > Early Math/Numeracy
Country: England, United Kingdom
ISSN: 0891-4222 Paper
1873-3379 Online
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or measures used in its creation.

Test of Early Mathematics Ability (3rd ed.) Instruments




Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

The integration of symbolic and non-symbolic representations of exact quantity in preschool children Reports & Papers
Non-symbolic approximate arithmetic training improves math performance in preschoolers Reports & Papers
Young children's core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement Reports & Papers
Relationships between magnitude representation, counting and memory in 4- to 7-year-old children: A developmental study Reports & Papers
Spontaneous focusing on numerosity and the arithmetic advantage Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.