In a recent research study, children who showed math deficiency in kindergarten and first grade were given daily practice with two contrasting computer-based interventions using math games , the students showed gains on the subject of the intervention. Why are we not surprised?

In the experiment, the area studied was comparative magnitude of numerical representations. A typical example from one of the interventions was:

1) Here is a bar graph. If the left side is zero and the right side is 100, click the cursor on 65.

The other intervention was typified by examples like this:

2) Click on the bigger number:

a) 75 18 b) 9 21 c) 35 53 d) 29 56

The examples were run in timed and untimed variants.

What do you think happened? Both groups, the one that used graphics and sliders and the other, that asked for a cursor click on a number, benefited the student after a three-week intensive intervention. However, there wasn’t any benefit in any other math areas. Specifically, the young students were tested in magnitude, counting, number/quantity correlation, and simple arithmetic. These skills, taken together, are called “number sense.”

As you explore our site, you will find that at the early grade levels, you can select any of these skills. This means that if a child spends a little time every day on the games on our site, and gets to all of them, she will make advances in the combined puzzle called “number sense” that will carry her through the next grade level. Here are some examples:

The child sees the cards on the screen arrayed like a game of Concentration. The object is to match numerals with the number of objects (1-10) on another card. This timed game changes the array and the object with each play, but the difficulty level remains the same. When the player can win the game before reaching her level of frustration, she can try to beat her best time. This game reinforces the number/quantity correlation of number sense.

When the student can count arrays up to twenty objects or up to ten randomly scattered objects, he has mastered the number sense skill of counting. It is very difficult to simulate counting moving objects on paper, but on a computer, this becomes a simple and straightforward programming task. Try the game “Aquarium Fish,” for example. The game is designed to hold interest by the kid-friendly characters.

The game MathPup Measurement straddles the kindergarten-grade 2 levels, starting with simple size comparisons and ending up with a more sophisticated use of a ruler to make comparisons. Again, this is a timed game, but watch out! One mistake and it’s game over. Kindergarteners who complete the first level repeatedly show mastery of magnitude.

Kids love to blow things up. To develop the skill of adding and subtracting up to ten, you’ll find one of a series of games called Math Lines. Use a cue ball to blow up another ball where the total adds up to ten. As a timed game, this can test even the strongest number sensitivities. The site allows a player to challenge a friend by email. Imagine a war between two kindergarten or first-grade classrooms! Sounds like fun to us.

Children have to develop number sense in order to make math a happy part of their lives. There are, however, four separate dimensions to number sense. Since we still don’t have a magic building block that helps construct competence in all areas of number sense, a child (and parent, teacher, or caregiver) should do something fun that reinforces each of the number sense areas – magnitude, counting, numeric representation, and arithmetic – as often as possible.