Approximate arithmetic training does not improve symbolic math in third and fourth grade children.
Approximate arithmetic training
Approximate number system
Elementary school children
Journal
Trends in neuroscience and education
ISSN: 2211-9493
Titre abrégé: Trends Neurosci Educ
Pays: Germany
ID NLM: 101613233
Informations de publication
Date de publication:
03 2021
03 2021
Historique:
received:
07
10
2020
revised:
15
01
2021
accepted:
15
01
2021
entrez:
13
4
2021
pubmed:
14
4
2021
medline:
29
10
2021
Statut:
ppublish
Résumé
Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park et al., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic. We conducted a randomized controlled trial with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children. We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance. A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.
Sections du résumé
BACKGROUND
Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park et al., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic.
METHOD
We conducted a randomized controlled trial with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children.
RESULTS
We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance.
CONCLUSION
A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.
Identifiants
pubmed: 33845980
pii: S2211-9493(21)00001-6
doi: 10.1016/j.tine.2021.100149
pii:
doi:
Types de publication
Journal Article
Randomized Controlled Trial
Langues
eng
Sous-ensembles de citation
IM
Pagination
100149Informations de copyright
Copyright © 2021. Published by Elsevier GmbH.