TouchMath: Is it an Effective, Developmentally Appropriate Intervention for Preschoolers?

ValindaJo Barkley, M.Ed in Early Childhood Education

Dr. Maureen Gerard, Ph.D

Children begin to hear numbers from the moment they are born. Depending on how much math language is spoken at home, the child eventually will start to speak numbers, too. A child may “compare quantities, find patterns, navigate in space, and grapple with problems such as balancing a tall building or sharing a bowl of crackers fairly with a classmate” (NAEYC, 2010) as they play. These are just the fundamental beginnings of learning math skills, which are significant as it is a necessary component for school.

This researcher believes educators need to provide meaningful math experiences through play in preschool thereby laying the foundation for a child’s future. However, what math skills are important?

The purpose of this study was twofold: to see if TouchMath was an effective appropriate intervention for preschoolers and to use TouchMath to teach the Early Learning Standard of one to one correspondence. The main finding of this study was that TouchMath was a positive math intervention for four year olds and that children in PreK did develop these skills.

One parent noted, “_____ is counting higher and more consistently” (Personal Communication, 2014). During parent conferences some parents mentioned that their child had been clearly distinguishing numbers from letters over a three-week period.