Abstract
Based on the Activity Theory, this study investigated the effect of an educational tablet app and conventional teaching method on Chinese preschoolers’ symbolic number abilities. With the significant difference of developmental characteristics, this study divided the 4-year-olds (N = 64) into experimental group and control group. The experimental group was trained for three months using an educational tablet app, while the control group followed regular teaching activities. The results showed that in most aspects of Chinese preschoolers’ symbolic number abilities training, the tablet teaching method was generally superior to conventional teaching method. The one-to-one teaching mode of tablets was more conducive to the integration of the six elements in the Activity Theory, thus effectively promoting the development of preschoolers’ symbolic number abilities. This result further confirmed that educational digital game apps can promote the development of the preschoolers’ symbolic number abilities. Therefore, in future educational and teaching practice, we should attach importance to the critical period of intervention and adapt a more effective teaching approach.
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