A socioeconomic status (SES)-related achievement gap in mathematics emerges in children from many countries before school entry, persists in primary school, and imposes challenges for education systems worldwide. In response, the United Nations' sustainable development goals include universal access to quality preschool education to support universal numeracy. A generalizability study of the effectiveness of an early mathematics intervention was conducted for low-SES Turkish preschool children (33 boys, 27 girls; M_age = 4.32). Classrooms were randomly assigned to treatment (Pre-K Mathematics) or control conditions. Children's early mathematical knowledge was assessed by the Child Math Assessment. A statistically significant positive impact was found (ES = 1.32). This indicates some generalizability of the intervention and supports the feasibility of using early intervention to achieve UN goals.

中文翻译：

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学前数学干预对社会经济地位较低的土耳其儿童的有效性的普遍性

许多国家的儿童在入学前就出现了与社会经济地位 (SES) 相关的数学成绩差距，这种差距在小学持续存在，给全世界的教育系统带来了挑战。为此，联合国的可持续发展目标包括普及优质学前教育以支持普及算术。针对社会经济地位低的土耳其学龄前儿童（33 名男孩，27 名女孩；M_年龄 = 4.32）进行了一项关于早期数学干预有效性的普遍性研究。教室被随机分配到治疗（学前数学）或控制条件。儿童早期数学知识通过儿童数学评估进行评估。发现了统计上显着的积极影响（ES = 1.32）。这表明干预措施具有一定的普遍性，并支持利用早期干预措施实现联合国目标的可行性。