Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers

@article{Szkudlarek2018ApproximateAT,
  title={Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers},
  author={Emily Szkudlarek and Elizabeth M. Brannon},
  journal={Frontiers in Psychology},
  year={2018},
  volume={9}
}
Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral… 

Figures and Tables from this paper

Testing the Efficacy of Training Basic Numerical Cognition and Transfer Effects to Improvement in Children’s Math Ability
TLDR
It is concluded that basic numerical cognition training leads to improvement in ANS acuity, but whether this effect transfers to symbolic math ability remains to be further tested.
Understanding the Learning Effect of Approximate Arithmetic Training : What was Actually Learned ?
Previous studies have documented the learning effect of approximate arithmetic training on symbolic arithmetic skills in both preschoolers and adults. Particularly, Park and Brannon (2013, 2014) have
Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study
Numeracy is of critical importance for scholastic success and modern-day living, but the precise mechanisms that drive its development are poorly understood. Here we used novel experimental training
Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits
TLDR
The results speak to the complexity of the factors involved in developing mathematical abilities, making the case that training the mapping from estimated quantities to digits can be particularly effective in improving children’s mathematical performance.
The Role Of Intuitive Arithmetic In Developing Mathematical Skill
TLDR
This dissertation describes how nonsymbolic, approximate calculation allows students harness their intuitive sense of number in a mathematical context as part of formal math education and university undergraduates.
Modulation of general and specific cognitive precursors to early mathematical competencies in preschool children
The main goal of this study was to analyze the contribution of predictors of both domain-general (working memory, processing speed, and receptive vocabulary) and domain-specific variable (estimation
Teasing apart the unique contributions of cognitive and affective predictors of math performance
Math permeates everyday life, and math skills are linked to general educational attainment, income, career choice, likelihood of full‐time employment, and health and financial decision making. Thus,
...
...

References

SHOWING 1-10 OF 46 REFERENCES
Non-symbolic approximate arithmetic training improves math performance in preschoolers.
Training the Approximate Number System Improves Math Proficiency
TLDR
In the two experiments reported here, it is shown that ANS training on approximate addition and subtraction of arrays of dots selectively improved symbolic addition and subtracting in symbolic math.
Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities.
Effects of Non-Symbolic Approximate Number Practice on Symbolic Numerical Abilities in Pakistani Children
TLDR
The findings suggest that engagement of the ANS through brief training procedures enhances children's immediate attention to number and engagement with symbolic number tasks.
Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics
TLDR
A game-based preschool curriculum intended to exercise children’s emerging skills in number and geometry in India yielded marked and enduring improvement on the exercised intuitive abilities, relative to no-treatment and active control conditions.
The approximate number system and its relation to early math achievement: evidence from the preschool years.
Abstract number and arithmetic in preschool children.
TLDR
It is shown that preschool children can compare and add large sets of elements without counting, both within a single visual-spatial modality (arrays of dots) and across two modalities and formats (dot arrays and tone sequences).
Young children 'solve for x' using the Approximate Number System.
TLDR
It is suggested that, well before formal exposure to unknown-addend problems, children appear to 'solve for x' in an intuitive way, using the Approximate Number System.
...
...