Reducing the gap in numerical knowledge between low- and middle-income preschoolers

By Geetha B. Ramani, Robert S. Siegler. 2011

197 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/3a1bb2ed872d631976d297d54b5144f6dba87230

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Understanding the Program Effectiveness of Early Mathematics Interventions for Prekindergarten and Kindergarten Environments: A Meta-Analytic Review (2016, methodology): “For the studies that reported F-test results (Baroody, Eiland, & Thompson, 2009; Pagani, Jalbert, & Girard, 2006; Ramani & Siegler, 2008, 2011; Siegler & Ramani, 2009), the standardized mean difference (d) and 95% confidence intervals were calculated using Wilson’s (n.d.) practical meta-analysis…”
Putting Education in “Educational” Apps (2015, background): “When low-income children play linear board games in short interventions with an adult and other children, they gain significantly in their understanding of numbers (Ramani & Siegler, 2008, 2011; Siegler & Ramani, 2008, 2009).”
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? ☆ (2016, background): “These authors also observed transfer effects to arithmetic after playing with the linear number board version (Ramani & Siegler, 2011; Siegler & Ramani, 2009).”
Training early visuo-spatial abilities: A controlled classroom-based intervention study (2019, unknown): “…& Spelke, 2014; Kaufmann, Handl, & Thöny, 2003; Klein, Starkey, Clements, Sarama, & Iyer, 2008; Krajewski, Renner, Nieding, & Schneider, 2009; Laski & Siegler, 2014; Ramani & Siegler, 2011; Räsänen, Salminen, Wilson, Aunio, & Dehaene, 2009; Schacter et al., 2016; Starkey, Klein, & Wakeley, 2004).”
Taking it to the classroom: Number board games as a small group learning activity (2012, result): “Similar improvements have been found in younger children from middle-income backgrounds (Ramani & Siegler, 2011) and have been replicated in Great Britain (Whyte & Bull, 2008).”
Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest (2017, background): “Recent research (Ramani & Siegler, 2011; Ramani, Siegler, & Hitti, 2012; Siegler & Ramani, 2008, 2009; Whyte & Bull, 2008) has demonstrated that number board game playing can help promote young children’s numeracy knowledge and skills.”