Patricia A Iglesias, Melanie Revilla, Birgit Heppt, Anna Volodina, Clemens Lechner
Protocol for a web survey experiment studying the feasibility of asking respondents to capture and submit photos of the books they have at home and the resulting data quality
Open research Europe
childrens understanding symbolic eg arabic digits nonsymbolic eg sets dots magnitudes plays key role mathematics achievement studies directly compared effects symbolic nonsymbolic interventions mathematical abilities longitudinal study compared impact symbolic nonsymbolic trainings group preschoolers risk developing difficulties mathematics rm analyzing postintervention performance early math skills last preschool year mathematics achievement 1st grade eightynine rm children 66 typically developing controls selected among 604 preschoolers rm children assigned three intervention conditions intervention symbolic nonsymbolic intervention results showed specific effects tasks related training eg effects symbolic training symbolic tasks effects generalization eg effects symbolic training nonsymbolic tasks 1st grade children attending symbolic intervention showed mathematics achievement profile similar typically developing peers results suggest importance training symbolic processing numbers preschool age allowing risk children catch peers entering formal schooling