Effects of a specific training program for early mathematics learning in early childhood education
Estíbaliz Aragón Mendizábal, Manuel Aguilar Villagrán, José I. Navarro Guzmán y Antonio Araujo Hoyos
Changes on early mathematic competency with children in risk of learning difficulties were studied, after a computer assisted mathematic training program.
A total of 128 second-year preschool boys and girls were assessed by the Early-Numeracy- Test (ENT-R). For 30 sessions, a remedial intervention was carried out using «Playing with Numbers 2.0» software.Significant differences between pre- and post- intervention for the experimental group were obtained (t =0. 486, p < 0.005). The intervention effect size also showed higher values for the experimental group (d = 2.75; r = 0.80). This group increasing scores was higher than the control group in the ENT-R subtests and in the total test. Educational intervention based on computers hardly replaces the standard instruction approach, but we considered can help and improves the achieving of students at risk of learning mathematic disabilities.