Narrowing the Early Mathematics Gap: A Play-Based Intervention to Promote Low-Income Preschoolers’ Number Skills

Narrowing the Early Mathematics Gap: A Play-Based Intervention to Promote Low-Income Preschoolers’ Number Skills

Preschoolers from low-income households lag behind preschoolers from middle-income households on numerical skills that underlie later mathematics achievement. However, it is unknown whether these gaps exist on parallel measures of symbolic and non-symbolic numerical skills. Experiment 1 indicated pr...

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Bibliographic Details
Main Authors: Nicole R. Scalise, Emily N. Daubert, Geetha B. Ramani
Format: Article
Language:English
Published: PsychOpen GOLD/ Leibniz Insitute for Psychology 2018-01-01
Series:Journal of Numerical Cognition
Subjects:
numerical knowledge
early mathematics
low-income
interventions
Online Access:http://jnc.psychopen.eu/article/view/72

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