Domain-specific and domain-general training to improve kindergarten children’s mathematics
Author(s) / Creator(s)
Ramani, Geetha B.
Jaeggi, Susanne M.
Daubert, Emily N.
Buschkuehl, Martin
Abstract / Description
Ensuring that kindergarten children have a solid foundation in early numerical knowledge is of critical importance for later mathematical achievement. In this study, we targeted improving the numerical knowledge of kindergarteners (n = 81) from primarily low-income backgrounds using two approaches: one targeting their conceptual knowledge, specifically, their understanding of numerical magnitudes; and the other targeting their underlying cognitive system, specifically, their working memory. Both interventions involved playing game-like activities on tablet computers over the course of several sessions. As predicted, both interventions improved children’s numerical magnitude knowledge as compared to a no-contact control group, suggesting that both domain-specific and domain-general interventions facilitate mathematical learning. Individual differences in effort during the working memory game, but not the number knowledge training game predicted children’s improvements in number line estimation. The results demonstrate the potential of using a rapidly growing technology in early childhood classrooms to promote young children’s numerical knowledge.
Keyword(s)
mathematics working memory achievement gap interventionPersistent Identifier
Date of first publication
2017-12-22
Journal title
Journal of Numerical Cognition
Volume
3
Issue
2
Page numbers
468–495
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Ramani, G. B., Jaeggi, S. M., Daubert, E. N., & Buschkuehl, M. (2017). Domain-specific and domain-general training to improve kindergarten children’s mathematics. Journal of Numerical Cognition, 3(2), 468–495. https://doi.org/10.5964/jnc.v3i2.31
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Author(s) / Creator(s)Ramani, Geetha B.
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Author(s) / Creator(s)Jaeggi, Susanne M.
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Author(s) / Creator(s)Daubert, Emily N.
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Author(s) / Creator(s)Buschkuehl, Martin
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PsychArchives acquisition timestamp2018-11-21T11:42:44Z
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Made available on2018-11-21T11:42:44Z
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Date of first publication2017-12-22
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Abstract / DescriptionEnsuring that kindergarten children have a solid foundation in early numerical knowledge is of critical importance for later mathematical achievement. In this study, we targeted improving the numerical knowledge of kindergarteners (n = 81) from primarily low-income backgrounds using two approaches: one targeting their conceptual knowledge, specifically, their understanding of numerical magnitudes; and the other targeting their underlying cognitive system, specifically, their working memory. Both interventions involved playing game-like activities on tablet computers over the course of several sessions. As predicted, both interventions improved children’s numerical magnitude knowledge as compared to a no-contact control group, suggesting that both domain-specific and domain-general interventions facilitate mathematical learning. Individual differences in effort during the working memory game, but not the number knowledge training game predicted children’s improvements in number line estimation. The results demonstrate the potential of using a rapidly growing technology in early childhood classrooms to promote young children’s numerical knowledge.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationRamani, G. B., Jaeggi, S. M., Daubert, E. N., & Buschkuehl, M. (2017). Domain-specific and domain-general training to improve kindergarten children’s mathematics. Journal of Numerical Cognition, 3(2), 468–495. https://doi.org/10.5964/jnc.v3i2.31en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1253
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1445
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v3i2.31
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Keyword(s)mathematicsen_US
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Keyword(s)working memoryen_US
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Keyword(s)achievement gapen_US
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Keyword(s)interventionen_US
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Dewey Decimal Classification number(s)150
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TitleDomain-specific and domain-general training to improve kindergarten children’s mathematicsen_US
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DRO typearticle
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Issue2
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Journal titleJournal of Numerical Cognition
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Page numbers468–495
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Volume3
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Visible tag(s)Version of Record