Number sense method: intervention in early numerical competencies of first grade children

Abstract

Specific intervention at the first signs of learning difficulties has been highlighted as one of the main strategies in combating school failure (Concelho Nacional de Educação, 2015). This study aims to test if the Number Sense Method – Numeric Images (MSN) applied in a classroom context improved arithmetic and cognitive achievement at the end of first grade. Children (n = 130) with a mean age of 6,51 (SD = 0,84) were screened with a number sense battery to identify low, medium, and high early numerical competencies; pre- and post-test with a neuropsychological battery to evaluate cognitive achievement as memory capacity and executive functioning; and, finally post-evaluation which included a number knowledge test to evaluate arithmetic achievement. Experimental groups (with MSN application) and controlled groups (without MSN application) were analysed and the results showed that children in the experimental groups had better results in arithmetic achievement compared to those in the control groups. Only children with low numerical competencies showed significant improvement to those in the control groups. The obtained results allowed us to conclude that MSN can be a strong tool in combating the first difficulties in mathematics.