Document Type : Research Paper

Authors

• Kamyar Azimi ¹
• Manizheh Shehni Yailagh ²
• Alireza Hajiyakhchali ³

¹ Ph.D. in Educational Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

² Professor in Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

³ Associate Professor in Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Abstract

Challenges with basic numerical skills at an early age can lead to substantial gaps in mathematical learning and performance, with detrimental long-term consequences. This study aimed to investigate the impact of a ThinkMath intervention programme on the early numerical skills and mathematical performance of first-grade children at risk for mathematical learning difficulties. The current research is a field experiment. In total, 30 first-grade children at risk of mathematical learning difficulties who were studying in the 2022-2023 academic year were randomly assigned to experimental and control groups. The intervention program for children in the experimental group was performed during 15 sessions of 30 to 45 minutes, while the control group received conventional classroom instruction. Compared to the control group, the experimental group showed a significant improvement in early numerical skills (d = 0.73) and mathematical performance (d = 0.66) with a medium effect size. These effects were also visible six weeks after the intervention (follow-up). Overall, the findings suggest that early numerical skills and mathematical performance in children at risk for mathematical learning difficulties are malleable and can be improved with appropriate mathematics intervention.

Keywords

• Early numerical skills
• mathematical performance
• interventions
• at risk
• mathematical learning difficulties