Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics
Moira R. Dillon, Harini Kannan, Joshua T. Dean, Elizabeth S. Spelke, Esther Duflo
Source record
Source: Crossref
Published: Jul 7, 2017
DOI: 10.1126/science.aal4724
Open original source ↗Source abstract
Developing curricula for developing countries Many children in developing countries grow up in economically poor environments and often also suffer from poorly performing educational systems. Dillon et al. designed inexpensive, locally sourced games—five for mathematics and five for social cognition—for use in preschools in Delhi. They measured the effects of these interventions 3, 9, and 15 months later. Compared with those who played social games, the kids who played math games showed enhanced performance on both nonsymbolic and symbolic math assessments at the 3-month time point. However, only the nonsymbolic improvements persisted for as long as a year. Science , this issue p. 47
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.