ArticleFrontiers in psychology2018
Counting and Number Line Trainings in Kindergarten: Effects on Arithmetic Performance and Number Sense.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- When Development Falls out of Sync: A Developmental Timing Framework for Learning Disabilities.Brain sciences · 2026Review
- Effects of an 8-Week Programmed Physical Activity Intervention on Children's Cognitive, Emotional, and Body Movement Development-A Quasi-Experimental Study of a Preschool in Taiwan.Children (Basel, Switzerland) · 2026Article
- Contributions of the psychology of mathematical cognition in early childhood education using apps.Frontiers in psychology · 2022Article
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Authors and funding
3 authors.
Funding
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Abstract
Children's early numerical capacities form the building blocks for later arithmetic proficiency. Linear number placements and counting skills are indicative of mapping, as an important precursor to arithmetic skills, and have been suggested to be of vital importance to arithmetic development. The current study investigated whether fostering mapping skills is more efficient through a counting or a number line training program. Effects of both programs were compared through a quasi-experimental design, and moderation effects of age and socio-economic status (SES) were investigated. Ninety kindergartners were divided into three conditions: a counting, a number line, and a control condition. Pretests and posttests included an arithmetic (addition) task and a battery of number sense tasks (comparison, number lines, and counting). Results showed significantly greater gains in arithmetic, counting, and symbolic number lines in the counting training group than in the control group. The number line training group did not make significantly greater gains than the control group. Training gains were moderated by age, but not SES. We concluded that counting training improved numerical capacities effectively, whereas no such improvements could be found for the number line training. This suggests that only a counting approach is effective for fostering number sense and early arithmetic skills in kindergarten. Future research should elaborate on the parameters of training programs and the consequences of variation in these parameters.
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