Effects of a specific training program for early mathematics learning in early childhood education

被引：0

作者：

Aragon Mendizabal, Estibaliz ^{[1
]}

Aguilar Villagran, Manuel ^{[1
]}

Navarro Guzman, Jose I. ^{[1
]}

Araujo Hoyos, Antonio ^{[1
]}

机构：

[1] Univ Cadiz, Puerto Real 11510, Spain

来源：

REVISTA ESPANOLA DE PEDAGOGIA | 2015年 / 73卷 / 260期

关键词：

Early mathematics; learning disabilities; early intervention; computer assisted learning; mathematics instruction; EARLY IDENTIFICATION; NUMBER SENSE; INTERVENTION; STUDENTS; CHILDREN; DIFFICULTIES; ACHIEVEMENT; NUMERACY;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Changes on early mathematic competency with children in risk of learning difficulties were studied, after a computer assisted mathematic training program. A total of 128 second-year preschool boys and girls were assessed by the Early-Numeracy-Test (ENT-R). For 30 sessions, a remedial intervention was carried out using "Playing with Numbers 2.0" software. Significant differences between pre- and post-intervention for the experimental group were obtained (t =0. 486, p <0.005). The intervention effect size also showed higher values for the experimental group (d = 2.75; r = 0.80). This group increasing scores was higher than the control group in the ENT-R subtests and in the total test. Educational intervention based on computers hardly replaces the standard instruction approach, but we considered can help and improves the achieving of students at risk of learning mathematic disabilities.

引用

页码：105 / 119

页数：15

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