The ability to understand and compare non-symbolic (e.g., dot arrays) and symbolic (e.g., Arabic numerals) magnitudes is a critical foundation for learning math. A meta-analysis has revealed that symbolic magnitude processing is a stronger predictor of math performance than non-symbolic, but the evidence base is restricted almost entirely to countries in the Minority World. It is unclear how the strength of the associations between symbolic and non-symbolic magnitude processing and math performance varies across contexts. An examination of cross-national similarities and differences in foundational numeracy skills is sorely needed. In the present study, we examine the predictive nature of symbolic and non-symbolic magnitude processing in school-aged children from Ghana (n = 350) and Côte d'Ivoire (CIV; n = 342), two West African countries in the Majority World. Contrary to prior studies from countries in the Minority World, we found that non-symbolic magnitude processing was a significant and unique predictor of math performance in 5- to 13-year-olds from Ghana. The strong association remains significant when controlling for symbolic magnitude processing, literacy, executive functioning, and socioemotional skills. A second preregistered study with participants from Côte d'Ivoire revealed the same pattern of results. These associations diverged from those that have been found in the Minority World and underscore the importance of taking a global perspective for understanding the cognitive precursors for math development. The data also highlight the potential use of the Numeracy Screener to measure children's understanding of numerical magnitude in classrooms around the world.

This study aims to integrate ethnomathematics into numeracy instruction in non-formal education settings and to test the effectiveness of its application in improving the numeracy skills of elementary school-aged children through non-formal education, with the goal of creating contextual and meaningful learning experiences. The study was conducted in Sukodono Village, Pacitan, which possesses a wealth of contextual cultural practices that serve as a resource for numeracy learning. The methods used were a mixed-methods study with an ethnographic approach to explore cultural practices, as well as a one-group pretest–posttest pre-experimental design to test improvements in numeracy skills. The research subjects consisted of cultural experts, teachers, elementary school-aged children, and parents, with a sample size of 16 students selected using purposive sampling. Quantitative data were analyzed using a paired samples t-test and N-Gain, while qualitative data were analyzed using the Miles and Huberman model. The research findings indicate that various local cultural practices contain mathematical concepts relevant to numeracy learning, such as geometry, measurement, patterns, and comparisons, which were identified in the contexts of agate stones, the Ceprotan traditional ceremony, and Rontek art. The findings suggest a trend toward improved student numeracy skills, as evidenced by moderate N-Gain scores and significant differences in paired t-test results. These findings confirm that the integration of ethnomathematics into numeracy learning not only strengthens contextual conceptual understanding but also serves as a relevant and meaningful alternative learning strategy, particularly within non-formal education pathways rooted in local culture.

Global warming, triggered by the increase in carbon emissions, has become a serious threat to the sustainability of human life. Mathematics education plays a significant role in raising students’ awareness of environmental issues, particularly through strengthening their numeracy skills. However, Indonesian students’ mathematical literacy remains low (PISA 2022), so there is a need for learning approaches that can enhance both engagement and numeracy, such as Project-Based Learning (PjBL) based on carbon emission issues. This study aims to explore the implementation of the PjBL model within the context of carbon emissions to improve student engagement and numeracy skills. Data were collected using a student engagement questionnaire and a numeracy skills test. Quantitative data were analyzed using t-tests and regression analysis, while qualitative data were obtained through interviews and observations. This research employed a mixed methods design with a sequential approach, involving 30 seventh-grade students from a junior high school in Banda Aceh. The study yielded several key findings. First, the implementation of the PjBL model with a carbon emission context was found to be effective in enhancing student engagement. Second, the implementation of the PjBL model with a carbon emission context was found to be effective in improving students’ numeracy skills. Third, student engagement positively influenced numeracy skills through the application of the PjBL model in the context of carbon emissions. These results open opportunities for further research in developing PjBL tools that integrate real-life contexts relevant to global issues, such as carbon emissions.

Large scale studies have documented socioeconomic (SES) and racial/ethnic disparities in children's standardized math achievement at kindergarten entry. These early math skills predict future mathematics achievement and career success. However, limited research has been conducted using large sample sizes to understand how SES and race/ethnicity are related to children's numerical skills at even younger ages. The current study aims to investigate sociodemographic variability in three fundamental areas of early numeracy: nonverbal numerosity discrimination, rote counting, and cardinal number word knowledge. In addition, we will examine if the relations between numerical skills might be explained by their shared correlations to sociodemographic factors and if differences in numerical skills between sociodemographic groups can be explained by variability in working memory. Finally, we also investigate whether childcare attendance moderates early sociodemographic differences in numerical abilities. To achieve these goals, data from children aged 2; 6-6; 0 will be gathered from ∼ 45 US sites, drawn from a larger multi-lab international project (ManyNumbers project). The findings of this research will enhance our understanding of early emerging variability in numerical skills and provide insights into developing responsive and inclusive educational practices that support diverse learning needs in the early years. SUMMARY: Early mathematical skills are crucial for long-term academic and career achievement. SES and race/ethnicity-related disparities in math achievement emerge as early as preschool. Most studies use standardized math assessments that combine different numerical skills to assess achievement gaps, leaving uncertain which specific skills vary with demographic variables. We explore disparities in developmentally significant numerical skills and their relation to demographic variables. We also report relations between WM, childcare attendance and numerical skills. Data from approximately N = 1080 children aged 2;6-6;0 will be collected from ∼ 45 US labs, including demographic information and numeracy measures.

This research is motivated by the low numeracy skills of students in the multiplication material shown from the results of the pre-research, where most of the students have not reached the Minimum Completeness Criteria (KKM). This study aims to determine the influence of the Student Teams Achievement Division (STAD) type cooperative learning model with the help of Wayground learning media on the numeracy skills of grade IV students at Wahana Harapan Bangsa Private Elementary School Singkawang. This study uses a quantitative approach with a pre-experimental method through a one group pretest-posttest design. The research sample amounted to 14 students who were selected using saturated sampling techniques. The instruments used were in the form of numeracy skills tests (pretest and posttest) and student response questionnaires. The data analysis technique used the normality test and the paired sample t-test. The results showed that there was an increase in students' numeracy skills after the application of the STAD model with Wayground media, which was shown by the average score of the posttest was higher than the pretest and the results of the statistical test showed a significant influence. In addition, students' responses to learning are classified as very positive in terms of attention, relevance, satisfaction, and confidence. Thus, it can be concluded that the application of the STAD-type cooperative learning model with Wayground media has a significant effect on improving students' numeracy skills in multiplication materials.

To determine the prevalence of presbyopia and associated risk factors among Bangladeshi recipients of elderly social safety net payments who were not currently using mobile financial services (MFS) and demonstrated numeracy, dexterity and cognitive prerequisites for smartphone use during eligibility screening for the Transforming Households with Refraction and Innovative Financial Technology (THRIFT) trial. Accessing these payments requires use of online banking, as with a smartphone. Cross-sectional analysis of trial eligibility screening data. Community-based screening conducted in two rural subdistricts in Kurigram District, Bangladesh. Among 13 944 Old Age Allowance and Widows' Allowance (WA) beneficiaries screened, 953 met trial eligibility criteria, including passing a smartphone readiness assessment and completing near vision examinations. Presbyopia, defined as binocular presenting near visual acuity of N6.3 or worse, correctable to at least N5 with near vision glasses and with distance vision of ≥6/12 in both eyes. Among 953 participants (mean age 61.4±7.2 years, 62.6% women), presbyopia prevalence was 62.6% (95% CI 59.5 to 65.7). Presbyopia was significantly positively associated with female gender (adjusted prevalence ratio (APR)=1.19, 95% CI 1.02 to 1.41) and receiving WA (APR=1.20, 95% CI 1.04 to 1.38) in multivariable analyses. This study highlights a substantial burden of uncorrected presbyopia among a prescreened, randomised control trial-eligible subgroup of social safety net beneficiaries in rural Bangladesh, who were not currently using MFS but demonstrated cognitive and functional capacity to use mobile phones, potentially hampering their ability to carry out online banking. Delivery of reading glasses may improve digital financial access and facilitate broader financial inclusion, a hypothesis currently being tested in the parent THRIFT trial. NCT05510687.

The average literacy and numeracy scores of Indonesian students are still below the minimum standard, with PISA 2018 achievement in the level 1 category and only 30% of students achieving basic competencies in the National Assessment. This study aims to analyze the effect of the PjBL model on improving the literacy and numeracy skills of fifth-grade students at SD Negeri 1 Banyuasin III. PjBL was chosen because it is considered relevant to the cognitive development stage of students aged 10–11 years and supports the integration of real contexts in learning. This study used a quantitative method with a nonequivalent pretest-posttest control group quasi-experimental design. The sample consisted of 56 fifth-grade students divided into experimental and control groups. The instruments used included empirically validated literacy and numeracy questions and an analytical rubric based on cognitive and contextual indicators. Data analysis was performed using MANOVA. The results showed that the PjBL model had a significant effect on improving literacy and numeracy simultaneously (Pillai’s Trace = 0.319; p = 0.000). Partially, literacy gains were higher (F = 18.195; R² = 0.252) than numeracy gains (F = 10.075; R² = 0.165), with an average N-Gain of 0.49 for literacy and 0.40 for numeracy. This effectiveness reflects the successful integration of literacy and numeracy through simple project activities. This finding implies the need to implement PjBL as a curricular strategy to support the strengthening of literacy and numeracy in the Independent Curriculum.

ABSTRACT There are large individual differences in early numerical skills. Because these differences predict the growth of future math skills, it is important to monitor the development of early numerical abilities in children. However, there is a limited number of available measures, and most have been developed in the context of US education. The present study aimed to evaluate the psychometric properties of a test assessing the early development of numerical skills in the context of French preschool and kindergarten education. The test, which assessed key numerical abilities (i.e. encoding and decoding quantities, matching sets, comparing quantities, anticipating the result of an action), was based on a distinction between number used as a tool and number used as an object. Participants were children between the ages of 3 and 6. The results indicate that the test has good concurrent validity (i.e. correlates with an independent measure of math skills), good predictive validity (i.e. correlates between grades through the years of preschool and kindergarten), and that its structure can be explained by a Tool-Object dialectic framework. We argue that the test may be a useful tool for teachers to monitor early numeracy development, particularly in French-speaking classrooms.

Development of numerical relational and counting skills as components of early numeracy

Differential developmental trajectories of non-symbolic numerical comparison skill across congruency conditions: A two-year longitudinal study

General Background Mathematics learning in elementary schools plays a crucial role in developing logical thinking and problem-solving skills; however, it is often dominated by procedural exercises. Specific Background In the context of learning the greatest common factor (FPB) in class V MI Ma’arif NU Sukolilo, teaching practices remain focused on lectures and written tasks, limiting students’ conceptual understanding and numeracy literacy. Knowledge Gap This condition indicates a gap between concept-oriented mathematics learning and the conventional instructional practices that do not sufficiently engage students in contextual and meaningful experiences. Aims This study aims to describe the implementation of the FPB Fun Day co-curricular program and analyze its role in improving numeracy skills, FPB conceptual understanding, and numeracy literacy. Results Using a descriptive qualitative approach, the findings reveal that FPB Fun Day is implemented through contextual activities such as distributing objects evenly, increasing student participation, conceptual comprehension, and the ability to interpret and communicate mathematical problems. Students with higher abilities tend to apply conventional strategies, while those with difficulties benefit more from contextual approaches. Novelty The study introduces a co-curricular, experience-based learning model integrating FPB concepts with numeracy literacy through real-life activities beyond classroom routines. Implications The findings suggest that contextual and activity-based learning can serve as an alternative strategy for strengthening conceptual understanding and numeracy literacy, supported by teacher creativity, student engagement, and institutional support despite challenges in time management and varying student abilities. Highlights • Contextual activities using real objects support deeper mathematical reasoning• Learners with lower abilities gain clearer understanding through visual practice• Collaborative tasks promote active participation and logical problem solving Keywords FPB Fun Day; Mathematics Learning; Numeracy Literacy; Conceptual Understanding; Contextual Learning

Numeracy skills are fundamental skills that include understanding concepts, calculation skills, and the application of mathematics in daily life. This research aims to describe the numeracy skills of fourth-grade students in fraction material at SD 008 Palembang. This study uses a quantitative descriptive approach with instruments in the form of written tests consisting of multiple-choice questions and essays. The subjects of the research consisted of 27 fourth-grade students. The results of the study indicate that the numeracy skills of the students in fraction material are categorized as moderate, both overall. or indicators. Students are able to solve simple fraction problems, such as finding a common denominator and determining equivalent fractions, but still experience difficulties in solving problems that involve complex fraction operations and their application in word problems. This difficulty indicates the need for strengthening conceptual understanding through a more contextual and varied learning approach. This study recommends that teachers use more interactive methods and increase contextual practice problems in order to improve students' numeracy skills.

Information about a treatment's benefits and harms available to a patient often relies on text. However, for many medical conditions, patients must trade off benefits and harms across multiple competing treatments. It remains unknown how to appropriately communicate information on benefits and harms to patients. We compared three communication tools using textual information (Cochrane summary of findings table) or increasing combinations of textual and graphical information (Kilim and Vitruvian plots, respectively) to convey the available evidence. Communication of Benefit-Risk Information, an online randomised controlled trial, is a three-group, parallel, open-label, automated, randomised controlled trial (no. NCT05917639). We recruited participants aged between 18 and 65 years from the general population. Participants were randomly allocated (1:1:1) to one of the three communication tools providing information on competing fictional treatments for social anxiety, and were asked to choose one based on externally provided preferences. The primary outcome was the perceived level of decisional conflict when selecting a treatment (decisional conflict scale (DCS): 0 = best, 100 = worst). Because this was an all-or-nothing, single-visit trial, only those participants providing data contributed to the primary analyses (modified intention to treat). We recruited 2178 adults between 1 June and 27 November 2023. Vitruvian and Kilim plots outperformed the Cochrane summary of findings table on the primary outcome (adjusted mean difference -10.9, 95% CI -13.5 to -8.2, P < 0.0001 and -9.7, 95% CI -12.4 to -7.1, P < 0.0001), respectively). Results varied by participants' literacy and numeracy skills, lived experience of the condition of interest, ethnic group, gender assigned at birth and age. Combining graphical and textual information, as opposed to text only, improved communication and reduced decisional conflict when choosing across multiple competing medical interventions. Organisations involved in disseminating scientific evidence should consider endorsing a combined graphical and textual approach and adopting more intuitive and accessible communication methods. We identified several prognostic factors that should inform the development of future patient decision aids and communication of scientific findings. NCT05917639.

Digit comparison and order processing performance predict children's later arithmetic skills in the elementary years, presumably because they assess foundational symbolic number knowledge (i.e., cardinal and ordinal associations). However, the influence of earlier arithmetic on later magnitude and order processing has rarely been assessed. Numeracy skills were assessed in two longitudinal cohorts (50% girls) in 2021 and 2022; grades 2-3 (N = 9,552; Mage = 7.4) and grades 3-4 (N = 3,189; Mage = 8.4). A multi-group cross-lagged panel model showed that the longitudinal contributions from earlier arithmetic to later comparison and ordering were stronger (ß = .11-.34) than those in the reverse direction (ß = .03-.09), indicating early math development is both hierarchical and integrated.

ABSTRACT Early numeracy skills are falling, leading to quests for new instructional approaches. Blended learning has potential to improve motivation and achievement in mathematics. We investigated the effects on pupil achievement and motivation of using Dragonbox School in 2019-2020, which aims for a holistic early numeracy approach with teacher training, books, physical concretes, and digital components. We used a quasi-experimental pre–post study across one school year, with an overall sample size (Ngrade 1 = 368 grade 1 and Ngrade 2 = 538 pupils), matching on prior data, and using structural equation modelling. Despite teacher satisfaction, we could not find convincing positive effects of the intervention, but found a negative development for motivation in grade 2. The findings imply that this blended learning approach is not a magic bullet, even with satisfied users. We discuss the lack of adaptive features and variable teacher competences as foundation for using the novel approach effectively.

This longitudinal study investigates the role of domain-general cognitive abilities in predicting domain-specific numerical abilities across early school years. Using von Aster and Shalev's four-step developmental model of numerical cognition (2007) and Ackerman's general theory of skill acquisition (1988), we examined how cognitive abilities (e.g., phonological processing, verbal working memory) contribute to children's counting knowledge, digit magnitude comparison, and number line estimation from kindergarten through second grade. The sample comprised 296 children (50.3% girls), who began participation at approximately six years ( M age = 6.7 years). Findings highlight the influence of domain-general cognitive functions throughout early numerical development. Specifically, phonological processes and processing speed significantly predict prior to formal education, while verbal working memory and nonverbal logical reasoning become more important after starting formal education. While the importance of certain domain-general abilities increases over time, others decline. Our results align with both von Aster and Shalev's (2007) model (positing that cognitive demands increase when learning new, more complex numerical abilities) and with Ackerman's (1988) theory (suggesting that reliance on cognitive abilities decreases as skills become more automated). Together, these frameworks complement each other, offering a comprehensive understanding of how cognitive abilities support numerical development. Our study highlights the important role of early cognitive abilities in forming the foundation for successively more complex numerical skills. While each framework provides valuable insights, integrating them may better capture the complexities of early numerical development. These findings emphasize the varying roles of domain-general cognitive abilities and the nuanced trajectories depicted by these theoretical models.

Background: Numeracy is an essential skill that enables students to interpret and apply numerical information in everyday life. However, mathematics learning often lacks connections to students’ cultural contexts, limiting the development of numeracy skills. Aims: This study aims to examine the effectiveness of the Ngadhu Bhaga ethnomathematics-based learning approach in enhancing elementary students’ numeracy skills and to explore students’ learning experiences, teachers’ perceptions, and teacher–student interactions during its implementation. Method: This study employed a mixed-methods design with a post-test control group experiment. The participants were 40 fifth-grade students from Regina Pacis Bajawa Elementary School, Indonesia. Quantitative data were collected using numeracy tests, while qualitative data were obtained through questionnaires, interviews, and classroom observations. Results: The findings show that students who learned through the Ngadhu Bhaga ethnomathematics-based approach achieved higher numeracy scores than those who learned through conventional instruction. The approach also promoted active participation, strengthened teacher–student interaction, and increased students’ engagement in mathematics learning. Conclusion: Integrating local cultural contexts through the Ngadhu Bhaga ethnomathematics approach can effectively support the development of elementary students’ numeracy skills and create a more meaningful learning environment

This study examined the effectiveness of the Permu-nation Fiesta Learning Activity Sheet as a contextualized instructional intervention for improving the numeracy skills of Grade 10 students in a public secondary school in the Ligao City Division during the school year 2024–2025. The study was anchored on Behavioral Learning Theory, Cognitive Learning Theory, and Closed Gap Learning Theory, which emphasize reinforcement, cognitive processing, and targeted intervention in addressing learning gaps. Using an experimental pre-test and post-test control group design, the study involved 80 Grade 10 students randomly assigned into experimental and control groups, with 40 students in each group, and five mathematics teachers who served as jurors in evaluating the supplementary learning material. Research instruments included a 20-item pre-test and post-test, juror validation sheets, and the Permu-nation Fiesta Learning Activity Sheet. Data were analyzed using frequency count, percentage, weighted mean, arithmetic mean, and z-test for two sample means. Findings revealed that both groups had very low mastery in numeracy skills during the pre-test. After the implementation of contextualized learning activities, both groups improved, but the experimental group showed higher post-test performance, attaining an overall mean of 83.75 compared with 60.25 for the control group. The computed z-value of 6.60, which exceeded the tabular value of 1.96 at the 0.05 level of significance, confirmed a significant difference between the groups. The supplementary learning activity sheet developed in the study was also rated excellent, with a weighted mean of 3.87. The study concluded that the Permu-nation Fiesta Learning Activity Sheet effectively enhanced students’ numeracy skills and is a highly acceptable instructional material. It is recommended that teachers integrate contextualized and targeted numeracy interventions, collaborative learning strategies, and regular assessment practices in mathematics instruction. The study is primarily aligned with SDG 4: Quality Education by supporting improved numeracy and learning outcomes, and it also relates to SDG 8: Decent Work and Economic Growth through the development of competencies essential for future employability. Its sustainability impact lies in strengthening educational practice through contextualized instructional materials and supporting long-term institutional and socio-economic development by improving students’ mathematics competence.

This study investigated the effects of the National Mathematics Program on the numeracy skills and academic performance of Grade Six pupils in selected public elementary schools in the Binangonan District, Schools Division Office of Rizal, during the School Year 2025–2026. The schools involved in the study included Bilibiran Elementary School, Doña Susana Madrigal Elementary School, Ithan Elementary School, Kalinawan Elementary School, Tagpos Elementary School, and Tayuman Elementary School. The research employed a descriptive survey research design and documentary analysis to determine the extent to which the program influences pupils’ numeracy skills and academic outcomes.The respondents of the study consisted of two groups. The first group included the total population of Grade Six teachers from the identified schools, composed of fifty (50) teachers selected through purposive sampling. They were described in terms of age, sex, civil status, educational attainment, position title, length of service, and in-service trainings attended. The second group consisted of selected Grade Six pupils. Using Slovin’s formula, a sample of three hundred twenty-one (321) pupils was drawn from a population of 1,606 through simple random sampling. The pupils were profiled according to sex, sibling position, number of children in the family, monthly family income, parents’ educational attainment, and parents’ occupation.Data were gathered using a researcher-made questionnaire checklist which measured the perceived effects of the National Mathematics Program on pupils’ numeracy skills in terms of understanding mathematical concepts, computational skills, and mathematical communication. Documentary analysis was also conducted using the pupils’ first quarter Mathematics grades as a measure of academic performance. Findings revealed that the National Mathematics Program had a high effect on pupils’ numeracy skills across the identified domains. A significant difference was found between teachers’ and pupils’ perceptions regarding the program’s effects. Moreover, a significant relationship existed between the perceived effects of the program and pupils’ academic performance in Mathematics.The study concludes that strengthening the implementation of the National Mathematics Program can further enhance numeracy development among elementary learners. It is recommended that teachers implement varied instructional strategies and intervention activities to improve pupils’ numeracy skills and academic performance in Mathematics.

The moderation of intervention effects by intelligence and prior knowledge deserves further investigation, because they inform how to design and implement interventions. This study analyzed the moderation of the effectiveness of a computer-based mathematics intervention in 10 primary school students with low mathematics performance and low-to-average intelligence in an ABAB-single-case research design. Prior knowledge and intelligence were assessed before the intervention. The computer-based intervention trained basic numerical skills. Visual inspection of the learning trajectories revealed a broad heterogeneity of effectiveness of the intervention. A hierarchical piecewise regression analysis across all students revealed a significant negative moderation of the intervention effectiveness through intelligence. Whereas prior knowledge did not have a moderating influence, children with higher intelligence showed slower learning rates during the intervention in this specific low-performing sample. One reason for the negative moderation of the intervention effects could be that the intervention trained strategies and skills that more intelligent students had already developed.