Approximate arithmetic training does not improve symbolic math in third and fourth grade children

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education Pub Date : 2021-03-01 DOI:10.1016/j.tine.2021.100149

S. Bugden , E. Szkudlarek , E.M. Brannon

{"title":"Approximate arithmetic training does not improve symbolic math in third and fourth grade children","authors":"S. Bugden , E. Szkudlarek , E.M. Brannon","doi":"10.1016/j.tine.2021.100149","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park et al., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic.</p></div><div><h3>Method</h3><p>We conducted a randomized controlled trial<span> with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children.</span></p></div><div><h3>Results</h3><p>We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance.</p></div><div><h3>Conclusion</h3><p>A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100149","citationCount":"12","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Trends in Neuroscience and Education","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2211949321000016","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NEUROSCIENCES","Score":null,"Total":0}

引用次数: 12

Abstract

Background

Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park et al., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic.

Method

We conducted a randomized controlled trial with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children.

Results

We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance.

Conclusion

A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.

查看原文本刊更多论文

近似算术训练不能提高三、四年级儿童的符号数学

先前的研究报告说，相对于积极的对照组，练习玩近似算术游戏可以提高成人和学龄前儿童的符号数学表现(例如Park &Brannon, 2013, 2014;Park et al.， 2016;Szkudlarek,理事,2018)。然而，Szkudlarek, Park和Brannon(2021)最近未能在成人中复制这些发现。在这里，我们检验近似算术训练是否对具有中等算术知识的小学生产生益处。方法采用前后设计的随机对照试验，比较近似算术训练和视觉空间工作记忆训练对三、四年级儿童标准化数学成绩的影响。结果我们发现，近似算术训练在符号数学表现的标准化衡量标准上没有产生任何显著的收益。结论贝叶斯分析支持近似算术对符号数学成绩没有好处的结论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊