University of Delaware, Newark, DE, USA.
J Learn Disabil. 2013 Mar-Apr;46(2):166-81. doi: 10.1177/0022219411410233. Epub 2011 Jun 17.
Early number sense is a strong predictor of later success in school mathematics. A disproportionate number of children from low-income families come to first grade with weak number competencies, leaving them at risk for a cycle of failure. The present study examined the effects of an 8-week number sense intervention to develop number competencies of low-income kindergartners (N = 121). The intervention purposefully targeted whole number concepts related to counting, comparing, and manipulating sets. Children were randomly assigned to either a number sense intervention or a business as usual contrast group. The intervention was carried out in small-group, 30-min sessions, 3 days per week, for a total of 24 sessions. Controlling for number sense at pretest, the intervention group made meaningful gains relative to the control group at immediate as well delayed posttest on a measure of early numeracy. Intervention children also performed better than controls on a standardized test of mathematics calculation at immediate posttest.
早期的数字感是日后在学校数学中取得成功的强有力预测因素。相当数量的来自低收入家庭的孩子在一年级时就已经具备了薄弱的数字能力，这使他们面临着失败的循环。本研究考察了一项为期 8 周的数字感干预措施对发展低收入幼儿园儿童（N=121）数字能力的影响。该干预措施有针对性地针对与计数、比较和操作集相关的整体数字概念。孩子们被随机分配到数字感干预组或常规业务对照组。该干预措施以小组形式进行，每次 30 分钟，每周 3 天，共 24 次。在控制前测数字感的情况下，与对照组相比，干预组在即时和延迟后测的早期计算能力方面都有显著的提高。在即时后测中，干预组的儿童在数学计算的标准化测试中的表现也优于对照组。
