Children's Numeracy Research Articles

Content validity of measures in early numeracy in children up to eight years: A COSMIN systematic review

Early numeracy skills are considered essential predictors for later mathematical and educational achievement. Therefore, there is a need for early numeracy measures with psychometrically sound properties. This systematic review aimed to determine the content validity of all current early numeracy measures in accordance with the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) framework and methodological guidelines, and was conducted and reported by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 statement and checklist. Systematic literature searches were conducted in January 2024 in five electronic databases: CINAHL, Embase, Eric, PsycINFO, and PubMed. Eligible measures assessed numeracy, targeted children up to eight years of age, were published in English in 1995 or later, and had psychometric data on measure dimensionality. Eligible psychometric reports that were published in English described instrument development and/or content validity of included measures. The measures’ methodological quality was assessed using the COSMIN Risk of Bias checklist, after which all three aspects of content validity (i.e., relevance, comprehensiveness and comprehensibility) were evaluated. Six early numeracy measures and eleven psychometric reports were included. None of the measures could be recommended for use in clinical practice, education, or research due to a lack of high-quality evidence on content validity. However, no high-quality evidence was found to indicate insufficient content validity, therefore, all measures still have the potential to be used. Limited access to measures in the domain of early numeracy, despite having contacted both publishers and instrument developers, may have negatively impacted the completeness of the current overview of content validity of early numeracy measures. In line with the COSMIN guidelines, after the initial evaluation of content validity, future studies should evaluate the remaining psychometric properties of the included measures to identify the most robust measures in terms of validity, reliability, and responsiveness.

Meningkatkan Kemampuan Berhitung Permulaan Anak Usia Dini Melalui Media Pohon Angka Di RA Miftahul Falah

AI SARIPAH. Improving the Numeracy Skills of Early Childhood Beginners Through Number Tree Media for class A RA Miftahul Falah Cikajang students, Garut Regency (2024). Thesis.Jakarta: Panca Sakti Bekasi College of Teacher Training and Education. 2024. This research aims to improve the ability to count, one of the aspects that must be developed in early childhood, children aged 4-5 years in the A RA Mifthul Falah group, Cikajang District, Garut Regency. To obtain the data, a numeracy learning outcomes instrument was used in the form of data which was analyzed starting from the pre-cycle, cycle one and cycle two to be compared with percentage descriptive techniques. The research method used is classroom action research (PTK) by applying the Kemmis and Mc Taggart model. The subjects in this research were 10 students at RA Miftahul Falah Cikajang Garut. Data collection was carried out by observation, interviews, checklists. Meanwhile, the data analysis technique uses descriptive analysis. The results of the implementation of cycle I and cycle II in simple exfloration activities using number tree media are presented through several research cycles. Based on the results of the observation phase of learning practices in cycles I and II, recorded in the reflection sheet after learning, it shows that there has been an increase in children's numeracy development through providing stimulation in counting activities using number trees as media. The percentage increase in cycle I was 65.2% and further increased in cycle II to 86.8%, so it can be concluded that this research can increase the ability to calculate using number trees in group A at RA Miftahul Falah. The results of this research provide important meaning for the development of educational policies, especially those related to improving the quality of student learning outcomes.

The Effect of Digital Educational Game "Qreatif Edukatif" on the Development of Numeracy Skills in 4-5 Years Old Children

Children's numerical skills sometimes face challenges, therefore ways are needed to maximize early childhood numeracy learning outcomes. This study aims to determine the effect of the use of digital educational games on numeracy development in children aged 4-5 years conducted in one of the Global Kindergartens (pseudonyms) in Semarang City. The method used is pre-experimental research with a One Group Pretest-Posttest design. This participant consisted of 31 children in the Kindergarten A class. Data collection was carried out through pretest and posttest of numeracy skills developed based on the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 137 of 2014 (National Standard for Early Childhood Education). The results showed that the average pretest score was 28.00 and the posttest increased to 46.16 after the use of digital educational games. The normality test shows normal distributed data, while the N-Gain Score test produces an average score of 0.91 which is classified as a high category. The hypothesis test using the Paired Sample T-Test showed a Sig. (2-tailed) value of 0.000, which means that there is a significant influence of the use of digital educational games on children's numeracy skills. This increase shows that the proper use of digital games in learning can significantly improve early childhood numeracy skills. This study suggests the integration of digital educational games in the early childhood education curriculum as an effective alternative to improve numeracy skills.

Cognitive and motivational numeracy parenting practices: Implications for children's numeracy engagement during early elementary school.

Parents are considered a major resource in children's numeracy development. The relative role of cognitive and motivational parenting practices, however, is unclear given that the two types of practices have largely been studied in isolation. The current study simultaneously estimated the contributions of several cognitive and motivational parenting practices hypothesized to be important, but which may have overlapping effects. To capture parents' cognitive practices, the level and structure (i.e., prompts vs. statements) of 529 American parents' (80% mothers; 65% White, 20% Black; 33% less than a bachelor's degree) numeracy talk was coded during a challenging numeracy activity. Parents' motivational practices were assessed by coding their autonomy support and control in the activity. Children's (Mage = 7.5 years; 49% girls) engagement of numeracy strategies was also coded. Multilevel minute-to-minute modeling predicting children's engagement from both cognitive and motivational parenting practices indicated that parents' cognitive practices, particularly advanced prompts, predicted children's subsequent engagement of numeracy strategies, which were often advanced. Parents' motivational practices, as reflected in their autonomy support (vs. control), also foreshadowed children's engagement. These effects of the two types of practices were independent of one another. Taken together, the findings are consistent with the idea that cognitive and motivational parenting practices provide distinct resources that can benefit children's math learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Improving Language Acquisition: Effective Numeracy Literacy Strategies in Early Childhood

This article explores various strategies aimed at improving language acquisition in children. Realizing the important role of language in human life can be stimulated from an early age through the application of numeracy literacy in children. This research explores innovative methodologies and approaches to cater to diverse learning styles. The authors emphasize the importance of creating an immersive linguistic environment that encourages speaking and writing proficiency. This research evaluates the impact of incorporating technology as a tool to enhance the language learning experience. Utilizing multimedia resources, online platforms, and interactive applications, this research examines how these digital elements can engage students and strengthen language skills. In addition, this article discusses the integration of cultural components into language lessons, emphasizing the role of cultural context in language comprehension and expression. These findings contribute to the ongoing discourse regarding optimizing language teaching methods to children in enriching vocabulary and language learning experiences through the application of literacy and numeracy in children's daily lives. insights that can inform more effective strategies for achieving sustainability goals. Next, the authors investigate the effectiveness of collaborative learning techniques in language acquisition. Children's learning activities, peer interactions, and communicative exercises are explored as means to encourage active participation and increase language retention in children. This study also examines the role of feedback mechanisms in shaping children's language development, emphasizing timely and constructive feedback as an important element in the learning process. In conclusion, this article provides valuable insights into effective child language acquisition strategies. By combining technological tools, cultural elements, collaborative activities, and feedback mechanisms, educators can create dynamic learning environments that meet the diverse needs of young children.

Improving Students’ Cognitive Abilities through Jarimatics Method at Al-Hidayah Negarasaka Village Negerikaton District Pesawaran District

This research is based on the researcher's observations and experience, that cognitive abilities through Jarimatika are not just a medium for counting, but by using the Jarimatika method, children feel happy and there is no pressure. Using the Jarimatika method can train children's counting, and increase children's numeracy skills. Based on the background of the problem, the research problem was formulated, namely: whether the application of learning through the Jarimatika method is able to improve the numeracy skills of Group B RA students. Al-Hidayah, Negarasaka Village, Negerikaton District, Pesawaran Regency. This research uses a collaborative Classroom Action Research (CAR) approach. This research was carried out in two cycles, using instruments in the form of a calculation work sheet using the Jarimatika method and a teacher observation sheet. The improvement can be seen from the children's learning completeness in developing gross motor skills which has increased, this can be seen from the children's learning completeness in the Pras Cycle with a total of 40% completeness. then in cycle I it increased by 46.67%, and in cycle II the percentage of children's learning completion increased to 86.67%.
 Keywords: Jarimatics Method, Improving Students’ Cognitive, Numeracy Skills

Stimulasi Kemampuan Kognitif melalui Media Kantong Emotikon pada Anak Usia Dini

The numeracy ability of young children is one of the important abilities for children that needs to be developed in order to equip children for the next level of education. This study aims to describe how the use of emoticon bag media can improve children's numeracy skills in group A children at Paramadinah Kindergarten Ngawi, Ngawi District, Ngawi Regency. In this study, the researcher used Classroom Action Research (CAR) which was carried out in two cycles. The subjects of this study were class A children in TK Paramadinah Ngawi, with a total of 12 students. The data collection method used in this research is observation and documentation. Children's numeracy skills at the time of pre-action can be said to have not developed. Many children have difficulty recognizing the symbols of numbers 1-10, counting the number of objects from 1-10. Children's numeracy skills can be improved through the media of emoticon bags. In the pre-action, the percentage of children's numeracy achievement was only 42% who were able to count well, in the first cycle it increased to 67% in the very well developed criteria (BSB) and in the second cycle it increased again to 83% in the very well developed criteria (BSB). So, it can be concluded that the emoticon bag media can improve the numeracy ability of group A Paramadinah Ngawi Kindergarten.

The Effect of Number Media Games on the Counting Ability of 5-6 Year Old Children at Dharma Wanita Kindergarten, Kedurang District

The purpose of this study was to find out the effect of the number block media on the numeracy ability of group B TK Dharma Wanita Kedurang District. This study used a quantitative approach with the type of research True experimental with Pretest-posttest Control Group Design. The population in this study was 26 children of group B. Determination of the sample in this study using saturated sampling. The data collected by using observation and test methods. Data analysis techniques to test in this study using the t-test. Based on the analysis by using a t-test, the t count was (4,005) while the t table was (2.056), which means t count > t table. So based on these results, it concluded that HO can't be accepted and Ha is accepted. Thus, it can be concluded that there is a significant effect of numbers media on the numeracy ability of group B children in Dharma Wanita Kindergarten, Kedurang District. It suggested that the teachers could follow up on the use of numbers media on early childhood numeracy ability and teachers should make other games that can also determine children's numeracy abilities.

Delayed development of basic numerical skills in children with developmental dyscalculia.

Research suggests that children with developmental dyscalculia (DD) have deficits in basic numerical skills. However, there is conflicting evidence on whether basic numerical skills in children with DD are qualitatively different from those in typically developing children (TD) or whether basic numerical skills development in children with DD is simply delayed. In addition, there are also competing hypotheses about deficits in basic numerical skills, assuming (1) a general deficit in representing numerosities (Approximate Number System, ANS), (2) specific deficits in an object-based attentional system (Object Tracking System, OTS), or (3) deficits in accessing numerosities from symbols (Access Deficit, AD). Hence, the purpose of this study was to investigate whether deficits in basic numerical skills in children with DD are more indicative of a developmental delay or a dyscalculia-specific qualitative deviation and whether these deficits result from (selective) impairment of core cognitive systems involved in numerical processing. To address this, we tested 480 children (68 DD and 412 TD) in the 2nd, 3rd, and 4th grades with different paradigms for basic numerical skills (subitizing, counting, magnitude comparison tasks, number sets, and number line estimation tasks). The results revealed that DD children's impairments did not indicate qualitatively different basic numerical skills but instead pointed to a specific developmental delay, with the exception of dot enumeration. This result was corroborated when comparing mathematical profiles of DD children in 4th grade and TD children in 2nd grade, suggesting that DD children were developmentally delayed and not qualitatively different. In addition, specific deficits in core markers of numeracy in children with DD supported the ANS deficit rather than the AD and OTS deficit hypothesis.

Grounding understanding of the home numeracy environment: Within‐group variation in Latine families

AbstractThe home numeracy environment is an essential construct that helps explain children's numeracy skills. However, this field has been developed mostly focusing on monolingual English‐speaking families, and cultural differences that contextualize the home environment have not been considered. This study describes the home numeracy environment of Latine families by (1) identifying the more and less common numeracy activities in the home of Latine families; (2) exploring differences, such as family members involved in the activities and generation in the United States; and (3) examining the association between activities and math anxiety and beliefs. Participants were 341 caregiver‐child dyads (M age = 2.9 years, SD = 0.7 months). We found that the less common numeracy activities in the home of Latine families are items commonly used in the literature to measure numeracy home environment. In addition, the role of family members varies across generations. This study provides a foundation for understanding the home numeracy environment of Latine families.

Improve Initial Numeracy Skills Through Animated Arithmetic Media of Children Aged 5-6 Years at TK Ar-Rochman Pondok Jati Sidoarjo

This study discusses efforts to improve initial numeracy skills through animated arithmetic media at Ar-Rochman Kindergarten Pondok Jati Sidoarjo.The research method used is the Classroom Action Research model of Kemmis and Mc.Taggart with the stagees of planning, implementing, observing, and reflecting. Action subjects totaled 15 children. The activity begins with the Pre-Cycle, then the research process uses 2 stages, namely Cycle I, children study with assistance and Cycle II, children study alone with friends. The results of the study showed that the initial numeracy skills of the Pre-Cycle, Cycle I and Cycle II experienced a significant increase. This proves that there is an increase in children’s initial numeracy skills after using animated arithmetic media. Highlights: The study utilizes Classroom Action Research to assess the impact of animated arithmetic media on initial numeracy skills in a kindergarten setting. The research consists of three stages: Pre-Cycle, Cycle I, and Cycle II, demonstrating a progressive improvement in children's numeracy skills. Findings indicate a significant enhancement in children's initial numeracy skills, affirming the effectiveness of animated arithmetic media in the learning process. Keywords: Counting Starts, Children, Animated Arithmatic Media

Upaya Meningkatkan Kemampuan Berhitung Melalui Metode Bermain Kartu Angka pada kelas Venus KB Budi Mulia Al Bayaan

This classroom action research aims to (1) describe efforts to develop children's numeracy skills through the method of playing number cards (2) describe improving the learning process in children's numeracy skills through the method of playing number cards. The subjects in this research were students from the Venus KB Budi Mulia Al Bayaan group for the 2022/2023 academic year. This research is collaborative between researchers and class teachers. The data is used to determine the increase in children's numeracy skills and to understand the learning process through number card games through observation and field notes. The data analysis technique uses descriptive qualitative with interactive analysis based on the results of observations of learning activities and the results of actions that have been taken. The results of this research show that there is a significant increase in children's numeracy skills in the learning process using the number card method. Based on this, it can be seen from the child's abilities which include two indicators, namely counting number cards and counting number cards 1 -10. Before the action was carried out, the child's numeracy ability value was 13%, after the action in cycle I was carried out it increased to 75%, and at the end of the action in cycle II it increased to 95%. This research concludes that the application of the number card method in learning at the Budi Mulia Al Bayaan KB can improve children's numeracy skills.

Pengaruh Penggunaan Youtube Terhadap Kemampuan Literasi Numerasi Pada Anak Usia Dini Kelompok B

The study findings revealed that a sample size of 20 children indicated a significant difference in the average scores between the pretest and posttest of numeracy literacy skills. This indicated an influence of YouTube usage in enhancing the children's early numeracy literacy skills. The statistical analysis of the pretest scores revealed that the initial numeracy literacy ability was 19.1 (19.1%) of the total score, which amounted to 8. The posttest value of children's numeracy literacy results in an average score of 28.25 (28.25%) of a total score of 8, with the one-sample Kolmogorov-Smirnov test data normality test with a pretest significance value of 0.099 > 0.05, and a posttest significance value of 0.200 > 0.05, and the results of the t-test obtained a value of  23.719, while the value of at (x) = 0.05 is 2.093 if 23.719 > 2.093, then Ho is rejected, and Ha is accepted. Meaning that there is an influence of the use of YouTube media on numeracy literacy skills in group B early childhood at TK State Pembina Botumoito Kindergarten. The utilization of YouTube as an alternative solution is suggested to address the challenges faced by learners.
 
 The study findings revealed that a sample size of 20 children indicated a significant difference in the average scores between the pretest and posttest of numeracy literacy skills. This indicated an influence of YouTube usage in enhancing the children's early numeracy literacy skills. The statistical analysis of the pretest scores revealed that the initial numeracy literacy ability was 19.1 (19.1%) of the total score, which amounted to 8. The posttest value of children's numeracy literacy results in an average score of 28.25 (28.25%) of a total score of 8, with the one-sample Kolmogorov-Smirnov test data normality test with a pretest significance value of 0.099 > 0.05, and a posttest significance value of 0.200 > 0.05, and the results of the t-test obtained a value of  23.719, while the value of at (x) = 0.05 is 2.093 if 23.719 > 2.093, then Ho is rejected, and Ha is accepted. Meaning that there is an influence of the use of YouTube media on numeracy literacy skills in group B early childhood at TK State Pembina Botumoito Kindergarten. The utilization of YouTube as an alternative solution is suggested to address the challenges faced by learners.

Penerapan Metode Casework dalam Meneliti Perkembangan Berhitung Siswa/i di Sekolah Dasar Negeri 060894 Medan Baru

Counting is one of the basic knowledge that must be acquired by the nation's generation who are still in school. This numeracy ability is useful for training children's general reasoning in dealing with a problem and children can process information and data that exist in everyday life. there are challenges nowadays, the impact of online learning since the covid-19 pandemic has made students not understand very clearly so that the subject matter received is not optimal which results in children's numeracy skills lacking. So in this case, the purpose of writing is to increase understanding in arithmetic in order to better understand and understand the basics of mathematics for everyday life. The location of the field work practice carried out by the author is on Jl. Rebab No. 99, Titi Chain, Kec. Medan Baru, Medan City, North Sumatra. With a total of 26 students. The campus teaching activities last for 3 months. The method used in this practical is the Casework method by Zastrow. The stages in the groupwork method include (1) Engagement, Intake, Contract, (2) Assessment, (3) Planning, (4) Intervention, (5) Monitoring, (6) Evaluation, and (7) Termination. The results of this practical activity showed an increase in learning and self-confidence of children in grades VI and IV at 060894 Public Elementary School. At the beginning of the meeting, the children had difficulty. After several meetings, the children began to be more fluent and dare to appear in front of the class to solve problems and explain how to solve them and there was an increase in grades in their school assignments.

Child assistance training: Effects of training on parents’ knowledge in children’s language and numeracy development

Preschool-age children show rapid development in various aspects of their development, including numeracy and language development. Various and appropriate stimulations are expected to optimize their development. Parents as the closest support system for preschool children have a very significant role, especially in helping children optimize their numeracy and language skills. Parents can play an optimal role if they understand children's numeracy and language development. In this community service program, parents are given training on "Optimizing the Learning Environment for Numeracy and Language in Preschool Children" which aims to increase parents' understanding of children's numeracy and language development and efforts to optimize it. The participants were 31 parents and Posyandu cadres in Jatimukti, Sumedang, West Java. Parents' understanding was measured through a pre-test questionnaire administered at the beginning of the training and a post-test questionnaire at the end of the training. The results showed a positive effect of the training on parents' understanding of children's numeracy and language development. Therefore, the results of this training recommend further trainings aimed at improving parents' understanding of language and numeracy development in preschool childrens.

The influence of brain gym on changes in the numerical ability of grade I elementary students

Introduction: The child is one of the important human resources in building a nation with improved quality and quality of life. One of which is the issue of education. Education is a process of self-development potential to increase optimal knowledge. Therefore, using a brain gym to improve children's learning abilities is more optimal. This study is to determine the effect of brain gym on the change of numeracy skills in grade 1 elementary school children.
 Methods: This research was pre-experimental with a one-group pretest-posttest approach with purposive sampling. The respondents were 19 samples that fulfilled the inclusion and exclusion criteria in public elementary school 1 Jatiwarna, Bekasi, Indonesia. Data were taken before and after the three weeks of brain training exercises using the 1st-grade end-of-year skills test. Analysis of univariate data used Shapiro Wilk and bivariate using paired sample t-test.
 Results: From 20 respondents, the average counting ability before intervention was 65.20, and after intervention was 80.60. The results showed an effect of the Brain Gym intervention on the counting abilities of children with p=0.000 <α (0.05).
 Conclusion: Based on these results, it can be concluded that exercise brain gym influenced the increase in children's numeracy skills at Public Elementary School 1 Jatiwarna Bekasi in 2018.

Talk outside the box: Parents’ decontextualized language during preschool years relates to child numeracy and literacy skills in middle childhood

Children’s literacy and numeracy skills are fundamental for early academic performance and later academic success, mental health, and employment prospects in adulthood. Given that parents play a key role in promoting child development, identifying early parenting behaviors that predict literacy and numeracy skills is a research imperative. Emerging evidence suggests that parental use of decontextualized language (DL)—talk that requires cognitive abstraction and transcends the here and now—predicts children’s literacy skills. However, its relation to numeracy remains underexplored. Accordingly, the current study examined how DL during interaction with children in infancy (T1) and preschool years (T2) relates to child literacy and numeracy in middle childhood (T3). Participants were 26 Irish mother–father–child triads (16 female children). At T1 and T2, participants engaged in 5-min interactions that were coded for DL. At T3, child literacy and numeracy were assessed using the Wechsler Intelligence Scale for Children–Fourth Edition and teacher report of child scores on national standardized tests. Controlling for child age and contextualized utterances, child reading in middle childhood was negatively related to maternal and child DL in infancy but was positively related to DL during preschool years, suggesting that the benefits of DL may become apparent later in development. Mothers’, fathers’, and children’s DL during preschool years was also positively linked with child numeracy in middle childhood. Thus, embedding DL in conversation with children may have positive domain-specific and cross-domain effects on children’s literacy and numeracy performance. Findings provide incentive for future research to examine relations between DL and children’s school performance across a wider range of developmental domains.

Quantifying quality: The impact of measures of school quality on children's academic achievement across diverse societies.

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy-skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4-12-year-olds, N=889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research. RESEARCH HIGHLIGHTS: We examined the extent to which four measures of school quality were associated with one another, and whether they predicted children's academic achievement in 10 culturally and geographically diverse societies. Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition. Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations. Our data have implications for designing efficacious educational initiatives to improve school quality globally.

Family play, reading, and other stimulation and early childhood development in five low-and-middle-income countries.

This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; Mage = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that across these studies, family stimulation, measured by caregivers' engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social-emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study-specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts. RESEARCH HIGHLIGHTS: Research on the links between family stimulation and early childhood development in low-and-middle-income countries (LMICs) is limited. We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes. Results suggest that family stimulation predicted increments in children's numeracy, literacy, social-emotional, motor, and executive function skills. We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs.

Geometrical Awareness Enhances Numeracy in Children with Trisomy 21

Geometrical Awareness Enhances Numeracy in Children with Trisomy 21