Cross-National investigation of Children's Numerical Understanding
Cross-National investigation of Children's Numerical Understanding
Project Summary
This project examined the role of language and culture in shaping children's understanding of numerical concepts, including place-value and number magnitude. Children from four countries were included: USA, Russia, Korea, and Taiwan. A series of experimental studies tested the extent of children's early understanding of number and how it developed from kindergarten to first grade.
Approach
Interventions in war affected groups may target a singular condition, such as depression, few cost effective trans diagnostic interventions exist to address multi symptomatic presentations that can cause major impairments in school and community functioning. This project is a stabilization and skills focused intervention that integrates elements from cognitive-behavioral therapy and group interpersonal therapy to address co-occurring mental health symptoms that these youth experience.
Measurement & Metrics
Measures of children's numerical understanding included
(1) a number representation task to assess place value;
(2) a numeral identification task; and
(3) an arithmetic strategy task.
Key Findings
- Previously observed cross-national differences in children's number representations have diminished, most likely due to changes in curricular approaches in the USA
- Instructional factors were found to be more strongly associated with cross-national differences in numerical understanding than linguistic factors (which were previously hypothesized as important)
- Sex differences in children's arithmetic performance were observed in some countries but not others. When sex differences were apparent, they were accounted for by sex differences strategy use and arithmetic fluency.
Facts & Figures
272
Children
4
Countries