Socioeconomic status (SES) has been shown to be associated with children’s arithmetic knowledge as early as kindergarten, which is an important issue, given that early numeracy knowledge and skills usually correlate to later academic achievement in arithmetic. In line with recent research, it is argued that the regular practice of exercises involving cardinality, ordinality and arithmetic transformations during class time could accelerate the progress of children, particularly among low-SES children. Participants were 118 kindergarteners (M_age = 3.87). Teachers were randomly assigned to the intervention group (immediate implementation of the intervention; N = 64) or the control group (intervention delayed, N = 54). This intervention consisted of playful exercises involving quantities and numerical transformations. The results indicated that the intervention tended to accelerate progress on the verbal numerical sequence, particularly among lower-SES children. In addition, the intervention tended to accelerate progress on cardinality and arithmetic. These results provide preliminary evidence of the effectiveness of the intervention to help children acquire basic mathematical skills.

研究表明，早在幼儿园，社会经济地位（SES）就与儿童的算术知识有关，这是一个重要的问题，因为早期的算术知识和技能通常与以后的算术学习成绩相关。与最近的研究一致，有人认为，在上课期间定期进行涉及基数，序数和算术转换的练习可以加速儿童的进步，特别是在低SES儿童中。参加者为118名幼儿园_儿童（M_年龄= 3.87）。将教师随机分配到干预组（立即实施干预；N = 64）或对照组（干预延迟，N= 54）。这种干预包括一些有趣的练习，涉及数量和数值转换。结果表明，干预措施倾向于加快言语数字序列的进展，特别是在低SES儿童中。此外，该干预措施倾向于加快基数和算术方面的进展。这些结果提供了干预措施帮助儿童掌握基本数学技能的有效性的初步证据。