Improving the Numerical Understanding of Children From Low-Income Families
Improving the Numerical Understanding of Children From Low-Income Families
复制标题
提高低收入家庭儿童的数字理解
DOI：
10.1111/j.1750-8606.2009.00090.x
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发表时间：
2009
影响因子：
6.4
通讯作者：
R. Siegler
中科院分区：
文献类型：
--
作者：
R. Siegler
Abstract— Children from low-income backgrounds enter school with much less mathematical knowledge than their more affluent peers. These early deficits have long-term consequences; children who start behind generally stay behind. This article describes how a theoretical analysis of the development of number sense gave rise to an intervention that reduces this gap by producing large, rapid, and broad improvements in the mathematical competence of low-income preschoolers. Roughly, an hour of playing a simple, inexpensive, linear number board game produces gains in numerical magnitude comparison, number line estimation, counting, and numeral identification. Reasons for these large gains are discussed.
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影响因子：
4
作者：
Booth, JL;Siegler, RS
通讯作者：
Siegler, RS
影响因子：
4.6
作者：
Geary, David C.;Hoard, Mary K.;Numtee, Chattavee
通讯作者：
Numtee, Chattavee
影响因子：
4.6
作者：
Siegler, RS;Booth, JL
通讯作者：
Booth, JL
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn
影响因子：
4.6
作者：
Jordan, NC;Kaplan, D;Locuniak, MN
通讯作者：
Locuniak, MN