Article Version of Record

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 intervention

Persistent 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
  • Author(s) / Creator(s)
    Ramani, Geetha B.
  • Author(s) / Creator(s)
    Jaeggi, Susanne M.
  • Author(s) / Creator(s)
    Daubert, Emily N.
  • Author(s) / Creator(s)
    Buschkuehl, Martin
  • PsychArchives acquisition timestamp
    2018-11-21T11:42:44Z
  • Made available on
    2018-11-21T11:42:44Z
  • Date of first publication
    2017-12-22
  • 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.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • 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
    en_US
  • ISSN
    2363-8761
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/1253
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.1445
  • Language of content
    eng
  • Publisher
    PsychOpen GOLD
  • Is version of
    https://doi.org/10.5964/jnc.v3i2.31
  • Keyword(s)
    mathematics
    en_US
  • Keyword(s)
    working memory
    en_US
  • Keyword(s)
    achievement gap
    en_US
  • Keyword(s)
    intervention
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    Domain-specific and domain-general training to improve kindergarten children’s mathematics
    en_US
  • DRO type
    article
  • Issue
    2
  • Journal title
    Journal of Numerical Cognition
  • Page numbers
    468–495
  • Volume
    3
  • Visible tag(s)
    Version of Record