Mathematical intervention in children's education based on evidence

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Published: Jan 30, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v7.818
Keywords:
Playing with numbers 2.0 mathematical learning difficulties early math intervention programs early numeracy test-R.

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Estivaliz Aragón Mendizábal
Universidad de Cádiz

Abstract

The objective is to validate the effectiveness of educational software "Playing with Numbers 2.0" (Navarro et al., 2007) whose purpose was to teach different aspects of the numerical sense to young children. "Playing with Numbers 2.0" is constituted by a series of activities of classification, comparison, simple arithmetic problems, distribution, size discrimination, seriation and a set of tasks directed to the domain of the number line. The tasks developed in these programs are framed within the approach called "numerical sense", which includes the findings of Gelman and Gallistel, Piaget and the acquisition of the principles that these authors pose as prerequisites for mathematical development. For the development of the computer applications of "Playing with Numbers 2.0" Adobe Flash Professional author software was used, which uses SWF (Shockwave Flash) files that are currently standards for the Internet. In the applications vector graphics were used, so that the small size of the files allowed their direct use on the Internet, and the possibility of reproducing the application to very different sizes (even on PDAs, tablets, digital whiteboards ...) without being deteriorate the graphic quality. The "Playing with Numbers 2.0" software includes activities aimed at the development, learning, and reinforcement of mathematical thinking skills. It is aimed at students of the first cycle of Primary, although presenting different levels of difficulty can be applied to younger ages or children with special educational needs. Its objective is to contribute to the logical-mathematical development of the student, in an attractive and motivating way, through the use of new technologies. In the validation, an experimental design with control group and pre- and post-intervention measures was used. The statistical analysis of the results confirmed that the students trained at risk of having mathematical learning difficulties, improved their execution in the total score of the Early Numeracy Test-R (used as a dependent variable). Likewise, it was found that the gain obtained by the experimental group in the total of the test was greater than that of the control group after the intervention process. The application of this type of training is proposed in a complementary way to the teaching methodology of a more traditional type, using it as a support to overcome the differences between the students and to achieve equality. In this way, it is intended to favor the transition from Infant Education to Primary and reduce the risk of presenting Learning Difficulties in Mathematics in later courses.

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How to Cite
Aragón Mendizábal, E. (2014). Mathematical intervention in children’s education based on evidence. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 7(1), 477–486. https://doi.org/10.17060/ijodaep.2014.n1.v7.818
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Vol. 7 No. 1 (2014): LIVING TOGETHER AND CONDUCT
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Articles
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