Difference in Strategy Use between Children with and without Mathematical Difficulties in Kindergarten.

Abstract

Objective: This study set out to explore the differences in learning trajectory and strategy use by children with low number sense and with an at least average number sense. Method: Data was collected in 11 primary schools in the Netherlands, 239 children participated (M = 5.5 years). Children were divided in two groups: low number sense and at least average number sense. Number sense was measured with the shortened version of the Utrechtse Getalbegrip Toets-Revised, which measures different aspects of number sense. An educational computer game was used to test and train number sense. The game had two versions. In the first version a number was given, and children had to choose the matching number of apples (number-to-quantity). In the second version a number of apples was given and children had to choose the matching number (quantity-to-number). Results: Chi-square tests were used to analyze the data. No significant differences were found in learning trajectory between the two groups. Significant differences were found in the quantity-to-number version. Typically developing children used more optimal and less suboptimal strategies than the low average number sense group. No significant differences were found in the number-to-quantity version. Conclusion: This study indicates that children with an at least average number sense use more optimal and less suboptimal strategies, depending on the task characteristics. Further results and implications are discussed.