MIND, BRAIN, AND EDUCATION Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status
BibTeX
@MISC{Children_mind,brain,,
author = {Kindergarten Children and Anna J. Wilson and Stanislas Dehaene and Ophélie Dubois and Michel Fayol},
title = {MIND, BRAIN, AND EDUCATION Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status},
year = {}
}
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Abstract
ABSTRACT — ‘‘The Number Race’ ’ is an adaptive game designed to improve number sense. We tested its effectiveness using a cross-over design in 53 low socioeconomic status kindergarteners in France. Children showed improvements in tasks traditionally used to assess number sense (numerical comparison of digits and words). However, there was no improvement on non-symbolic measures of number sense, suggesting that rather than being in number sense per se, the improvement was in number sense access; or links between symbolic and non-symbolic representations of number. Focused adaptive interventions such as this may contribute to reducing the socioeconomic gap in math achievement. Computer-aided instruction can be a useful tool in early mathematics education, even in preschool and kindergarten (Clements, 2002). Adaptive computer games designed to behaviorally train a particular aspect of cognition hold particular promise, especially for children disadvantaged by learning difficulties or socioeconomic status (SES). Not only
