Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention.
Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention.
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DOI：
10.1080/13854046.2016.1259387
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发表时间：
2017-03
期刊：
影响因子：
--
通讯作者：
Barnes MA
中科院分区：
文献类型：
--
作者：
Raghubar KP;Barnes MA
目标是：1）提供早期算术的典型和非典型发展的综述; 2）介绍已知的早期算术的神经认知基础; 3）讨论早期评估和干预的意义。典型和非典型的早期算术的发展的研究进行了审查，特别侧重于纵向的结果，包括我们的工作脊柱裂脊髓脊膜膨出。本研究的影响评估。本文最后讨论了早期的数学干预。学习计数，识别数字，比较和操作数量是关键的早期算术技能。这些都是学龄期数学学习和表现的有力预测因素。一般的神经认知能力，如工作记忆和语言，对早期算术能力的发展也很重要。建议对数学学习困难风险的早期评估包括早期数字知识和关键神经认知能力的测试。针对数学的干预措施对提高早期算术能力最有效。目前很少有证据表明，一般认知功能的训练转移到数学学习。了解早期算术技能的发展及其神经认知预测因素，为有数学学习困难风险或有数学学习困难的儿童的早期评估和干预提供了重要的见解。
The goals are to 1) provide a review of the typical and atypical development of early numeracy; 2) present what is known about the neurocognitive underpinnings of early numeracy; and 3) discuss the implications for early assessment and intervention. Studies on the development of typical and atypical early numeracy are reviewed with a particular focus on longitudinal findings including those from our work on spina bifida myelomeningocele. Implications of this research for assessment are presented. The paper ends with a discussion of early math interventions. Learning to count, identify numbers, and compare and manipulate quantities are key early numeracy skills. These are powerful predictors of school-age mathematical learning and performance. General neurocognitive abilities such as working memory and language, are also important for the development of early numeracy. It is recommended that early assessment for risk of mathematical learning difficulties include tests of both early number knowledge and key neurocognitive abilities. Math-specific interventions are most effective for improving early numeracy. There is currently little evidence that training of general cognitive functions transfers to mathematical learning. Understanding the development of early numeracy skills and their neurocognitive predictors offer important insights into early assessment and intervention for children at risk for or with mathematical learning difficulties.
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