Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment

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...