Ennemoser Marco, Sinner Daniel, Nguyen Linda, Krajewski Kristin
Faculty of Participation Science, University of Education Ludwigsburg, Ludwigsburg, Germany.
Institute for Psychology, Justus Liebig University Gießen, Giessen, Germany.
Front Psychol. 2024 Aug 20;15:1380036. doi: 10.3389/fpsyg.2024.1380036. eCollection 2024.
The model of quantity-to-number word linkage () identifies relevant milestones in the process of early numerical acquisition and describes a developmental sequence that can guide the fostering of foundational mathematical abilities in at-risk children. While there is substantial evidence for the predictive value of the quantity-number competencies (QNC) described by the model, evidence supporting the preventive potential of interventions targeting these QNC is so far largely restricted to short-term effects. Findings regarding their long-term preventive impact, especially in terms of transfer to mathematical school achievement, are still limited. This quasi-experimental study aimed to address this gap by evaluating the long-term transfer effects of an intervention program that is strictly derived from the QNL model of mathematical development [QNL training; in German "Mengen, zählen, Zahlen" (MZZ)].
We assessed the quantity-number competencies of 575 first-graders and identified 119 of them as being at risk for mathematical learning difficulties, who were then assigned to three experimental conditions. Sixty one children received 12 sessions of the QNL training, while 30 underwent training in inductive reasoning. Another 28 children served as a control group, receiving no specific intervention.
Multi-level analyses confirmed both significant short-and long-term effects in the specifically trained quantity-number competencies as well as transfer effects on subsequent mathematical school achievement. In accordance with previous findings, transfer effects of the QNL training on mathematical school achievement were not yet evident immediately after the intervention but turned out to be significant after a delay of 6 months and remained stable even 15 months after training. Effect sizes ranged from = 0.32 to = 1.12. These findings both underscore the preventive potential of interventions that are strictly driven by developmental theory and, conversely, support the theoretical assumptions of the QNL model.
数量与数字单词关联模型（QNL）确定了早期数字学习过程中的相关里程碑，并描述了一个发展序列，该序列可指导培养有风险儿童的基础数学能力。虽然有大量证据证明该模型所描述的数量-数字能力（QNC）具有预测价值，但迄今为止，支持针对这些QNC的干预措施具有预防潜力的证据在很大程度上仅限于短期效果。关于其长期预防影响的研究结果，尤其是在向数学学业成绩转移方面的结果仍然有限。这项准实验研究旨在通过评估一个严格源自数学发展QNL模型的干预项目的长期转移效果来填补这一空白[QNL训练；德语为“Mengen, zählen, Zahlen”（MZZ）]。
我们评估了575名一年级学生的数量-数字能力，并确定其中119名有数学学习困难的风险，然后将他们分配到三个实验条件中。61名儿童接受了12节QNL训练课程，而30名儿童接受了归纳推理训练。另外28名儿童作为对照组，未接受任何特定干预。
多层次分析证实了在经过专门训练的数量-数字能力方面存在显著的短期和长期效果，以及对后续数学学业成绩的转移效果。与之前的研究结果一致，QNL训练对数学学业成绩的转移效果在干预后立即并不明显，但在延迟6个月后变得显著，并且在训练后15个月甚至仍然稳定。效应大小范围从 = 0.32到 = 1.12。这些发现既强调了严格由发展理论驱动的干预措施的预防潜力，反之，也支持了QNL模型的理论假设。
