ArticlePloS one2023
Effects of a 3-factor field intervention on numerical and geometric knowledge in preschool children.
Article in PloS one, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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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2 authors.
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Abstract
The main aim of this study was to develop and test the effects of a field math intervention program on both number and geometry knowledge. The intervention was developed based on three basic skills previously associated with mathematical performance: symbolic number knowledge, mapping processes and spatial reasoning. The participants were 117 preschoolers from six schools in Cali and Bogotá. The children were assigned to an intervention group (N = 55) or a control group (N = 62). The intervention lasted 11 weeks with 3 sessions per week where the children participated in different game-based activities. Tests of numerical and geometric knowledge were administered before and after the intervention. The effects of the intervention were tested twice, immediately after the program ended and six months later. The results show that the children in the intervention group improved more than the control group in both number and geometry. The second posttest revealed a significant intervention effect for geometry, but not for numerical knowledge. The implications of these mixed patterns of results are discussed in the paper.
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