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Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices pp 295–313Cite as

Number Sense in Low-Performing Kindergarten Children: Effects of a Working Memory and an Early Math Training

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Part of the book series: Literacy Studies ((LITS,volume 6))

Abstract

Previous research has shown that number sense skills can be improved by playing numerical games and that working memory is related to number sense as well. In this chapter, it is investigated if working memory could be trained and what the additional effect could be of a working memory training on children’s number sense skills. Two studies are reported, in which low-performing kindergarten children received training on either number sense or on both number sense and working memory. The results of these studies show that working memory can be trained and moreover, that counting skills can be improved by training working memory. However, for a direct effect, training number sense seems to be the most effective. More research is needed to further examine these results. This chapter provides directions for early interventions for children at risk for mathematical learning problems.

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Author information

Authors and Affiliations

  1. Langeveld Institute for the Study of Education and Development in Childhood and Adolescence, Utrecht University, Utrecht, The Netherlands

    Evelyn H. Kroesbergen, Jaccoline E. Van’t Noordende & Meijke E. Kolkman

Authors
  1. Evelyn H. Kroesbergen
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  2. Jaccoline E. Van’t Noordende
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  3. Meijke E. Kolkman
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Corresponding author

Correspondence to Evelyn H. Kroesbergen .

Editor information

Editors and Affiliations

  1. , Faculty of Education, University of Haifa, Mount Carmel, Haifa, Israel

    Zvia Breznitz

  2. , Dept. of Learning Disabilities, University of Haifa, Mount Carmel, 31905, Haifa, Israel

    Orly Rubinsten

  3. , Dept. of Child, Youth & Fam. Studies, University of Nebraska-Lincoln, 133 Mabel Lee Hall, Lincoln, 68588-0236, Nebraska, USA

    Victoria J. Molfese

  4. , Department of Psychology, University of Nebraska-Lincoln, 321 Burnett Hall, Lincoln, 68588-0308, Nebraska, USA

    Dennis L. Molfese

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Kroesbergen, E.H., Van’t Noordende, J.E., Kolkman, M.E. (2012). Number Sense in Low-Performing Kindergarten Children: Effects of a Working Memory and an Early Math Training. In: Breznitz, Z., Rubinsten, O., Molfese, V., Molfese, D. (eds) Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Literacy Studies, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4086-0_16

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