1. Does training in number knowledge improve arithmetic scores?
Imogen Long, Professor Chris Donlan and Professor Charles Hulme
Department of Language and Cognition
Psychology and Language Sciences, University College London, WC1N 1PF
INTRODUCTION
Mastering arithmetic (simple addition and subtraction sums) is a critical skill for children in the first years of school .
Number knowledge involves: identification of a number, knowing the cardinality (magnitude) and order in which numbers appear
Research suggests that number knowledge correlates with, and predicts variation in arithmetic ability in typically developing young children [1, 2, 3]
However, there is a lack of evidence from training studies to support the relationship between improvements in number knowledge leading to gains in arithmetic
This study uses a novel game to train children in number knowledge and assess changes in number skills, with a particular interest in arithmetic
3. THE TRAINING
Children in the Number Training Group played the game on a tablet for a total of 60 minutes (over 12 days)
The game requires players to create sequences of numbers (e.g ) and has levels which increase in difficulty – higher levels require longer sequences
When children select a number, they hear the sound of the number through headphones.
Children in the control group played an equivalent game but with letters (e.g. A-B-C-D)
4. RESULTS
Analysis of Covariance (comparing post-scores across groups and controlling for pre-scores) tests were conducted to assess the effect of training across different measures
RESULT 2
Children in the Number training group improved in other numerical skills tasks compared to those in the letter training group.
Conversely, those in the Letter training group improved on literacy measures compared to those in the other groups.
None of these changes reached significance, although Cohen’s d effect sizes were moderate for some measures (see Figure 1)
Cohen’s d (> .25) for Number Training vs. Control for: Addition, Counting, Number Identification and Numbers RAN
Cohen’s d (>.25) for Letter Training vs. Control for: Letter sequence
PREDICTIONS
Training in number knowledge will lead to greater gains in addition score compared to no training, or training in letter knowledge
Training in number knowledge may also improve other numerical skills (but not reading/letter skills)
PRIMARY RESULT
Children in the Number training group (Group1) improved in addition score (between pre- and post- testing) above those in the two control groups. This improvement was not significant
5. DISCUSSION
This study aimed to assess the possibility that training children in number knowledge will improve numerical skills, including arithmetic
The results of this study are promising in that children in the numbers training group improved in numerical skills above those in the control groups
Moreover, these changes were specific to numerical tasks and not literacy-based measures
However, none of these changes reached significance and therefore this study failed to statistically show that it is possible to improve arithmetic skills after training in numerical knowledge
2. METHOD
78 children in Reception (mean age = 4 years 8 months) split into three training groups based on addition score at pre-test:
Number training (n = 26)
Letter training (n = 25)
Untreated control group (n = 27)
Addition score at pre-test was equal across groups (F(2,77) = .15, p > .05)
Tested individually pre- and post- training on:
Addition
Number Sequences
Number Identification
Number Reading
Rapid Automatized Naming (digits and letters)
Letter sequences
Word Reading
WHY A LACK OF SIGNIFICANCE?
Type 2 error – the study lacks power and therefore it is possible that significant changes would be seen with increased participant numbers
The training period was too short – with increased playing time it may be possible to find greater changes in numerical scores
The game failed to improve skills that are causally related to arithmetic – it is possible that this game is not suitable to find such an effect
1 + 3 =
1 2 3 __ __ __
Identify spoken number
Read target number
6. FUTURE RESEARCH
This study is important in showing that children can improve (slightly) on numerical skills after playing a game which taps into numerical knowledge of the numbers 1-10
However, the results of this study were not significant possibly due to low power, short training periods or some reasons associated with the game itself
Despite this non-significant finding, this study finds preliminary evidence to support a role of number knowledge in improving numerical skills, although more evidence is required from studies showing larger effect sizes.
Additionally, this study highlights the importance of large sample sizes and longer training periods in research attempting to provide causal links, evidence towards interventions and information that is relevant to educators
A B C __ __ __
Single word reading
References
[1] Merkley, R. & Ansari, D. (2016) Why numerical symbols count in the development of mathematical skills. Neuroscience of Education, 10, 14-20
[2] Lyons, M., Price, G. R., Anniek, V., Blomert, L., & Ansari, D. (2014) Numerical predictors of arithmetic success in grades 1-6. Developmental Science, 17(5),
[3] Cirino, P. T. (2011) The interrelationships of mathematical precursors in kindergarten. Journal of Experimental Child Psychology, 108(4),