Publication: Improving number sense in kindergarten children with low achievement in mathematics
Authors
Aragón-Mendizába, Estíbaliz ; Aguilar-Villagrán, Manuel ; Navarro-Guzmán, José I.
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El presente estudio evaluó la eficacia del programa de interven-
ción educativa denominado Jugando con los números-2 en el aprendizaje
matemático temprano. Este software incide en el aprendizaje y el perfec-
cionamiento de las habilidades de razonamiento matemático utilizando un
procedimiento basado en la evidencia. Un total de 156 niños y niñas en
edad preescolar (edad media = 65.39 meses) los cuales fueron evaluados
mediante el instrumento Early Numeracy Test (ENT), un test computari-
zado para evaluar la competencia matemática temprana. Se utilizó un dise-
ño experimental con grupo control y evaluaciones pre y post-intervención.
Se obtuvieron diferencias significativas antes y después de la intervención
para el grupo experimental mostrando un incremento en las puntuaciones
arrojadas que fueron significativamente superiores a las alcanzadas por el
grupo control. El tamaño del efecto fue también significativo (d = 1.35; y r
= .56). Esta intervención educativa utilizando como base un programa
computarizado no pretende reemplazar la instrucción tradicional, pero
puede ayudar a mejorar el rendimiento de los estudiantes jóvenes en riesgo
de desarrollar dificultades de aprendizaje de las matemáticas.
The present study evaluated the effectiveness of educational in- tervention software, Playing with Numbers-2 on early mathematics learn- ing. This software trains learning and mathematical reasoning skills, using an evidenced-based procedure. A total of 156 second-year preschool boys and girls (Mean age = 65.39 months) were assessed by the Early Numeracy Test (ENT), a computerized test to evaluate early math competency. An experimental design with control group and pre and post-intervention as- sessments was used. Significant differences between pre- and post- inter- vention for the experimental group was obtained average increase for ENT scores achieved by the experimental group was significantly higher than the control group. The effect size was also significant (d = 1.35; and r = .56). This educational intervention using computer-based software, while it does not replace face-to-face instruction, may help to improve the performance of young students at risk of developing problems learning mathematics.
The present study evaluated the effectiveness of educational in- tervention software, Playing with Numbers-2 on early mathematics learn- ing. This software trains learning and mathematical reasoning skills, using an evidenced-based procedure. A total of 156 second-year preschool boys and girls (Mean age = 65.39 months) were assessed by the Early Numeracy Test (ENT), a computerized test to evaluate early math competency. An experimental design with control group and pre and post-intervention as- sessments was used. Significant differences between pre- and post- inter- vention for the experimental group was obtained average increase for ENT scores achieved by the experimental group was significantly higher than the control group. The effect size was also significant (d = 1.35; and r = .56). This educational intervention using computer-based software, while it does not replace face-to-face instruction, may help to improve the performance of young students at risk of developing problems learning mathematics.
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