Number-line estimation training in preschoolers supports early mathematical development and is associated with a stronger approximate-to-symbolic numerical pathway
Maybí Morell-Ruiz, Eva-Maria Ternblad, Betty Tärning, Sonja Holmer, Magnus Haake, Agneta Gulz · 2026
Read Number-line estimation training in preschoolers supports early mathematical development and is associated with a stronger approximate-to-symbolic numerical pathway by Maybí Morell-Ruiz, Eva-Maria Ternblad, Betty Tärning, Sonja Holmer, Magnus Haake, Agneta Gulz (2026) in the Tower of Babel, a free online library of public-domain works preserved in clean, searchable text. No sign-up. The full text is served as a plain-text file at a predictable URL, where text is present: https://antarctic-labs.com/tower-of-babel/pmc-13585542.txt.
Description
Maybi Morell-Ruiz and co-authors test number line training in preschool children, in work dated 2026. A key question in early math is how children link rough size sense with exact number symbols. Two theories disagree on which direction that link mainly grows.
One hundred fourteen Swedish preschoolers took part in a before and after study. One group played three sessions of a number line game on a computer. The team measured line accuracy and early math skills after training. Training was tied to gains and to a stronger path from rough size sense to symbol use. The results inform the debate on how number sense develops.
Catalog record
| CREATOR | Maybí Morell-Ruiz, Eva-Maria Ternblad, Betty Tärning, Sonja Holmer, Magnus Haake, Agneta Gulz |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 82 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |