Journal of Research in Science, Mathematics and Technology Education

Early Arithmetic Boost for Low-performing Pre-school Class Students

Joakim Samuelsson 1 * ,
Kristin Westerholm 1
1 Linköping University* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 9, Issue 3, September 2026, pp. 17-30
OPEN ACCESS VIEWS: 11 DOWNLOADS: 4 Publication date: 15 Sep 2026
ABSTRACT
Early arithmetic skills form a critical foundation for the development of students’ reasoning and problem-solving abilities in mathematics, making early support essential. This study investigated the impact of a targeted intervention designed to strengthen early arithmetic skills among Swedish preschool-class pupils (ages 6–7) identified as having weak arithmetic proficiency. The intervention emphasized key components of early numeracy, including counting, number recognition, understanding number relations, nonverbal counting, story-based problem solving, and number operations. Results indicated that pupils in the intervention group achieved significantly greater gains in basic arithmetic performance, particularly in number relations, story problems, and number operations, compared to the control group. No significant differences were observed between groups in rote counting ability.
KEYWORDS
Arithmetic abilities, Direct instruction, Low-performing students, Pre-school class.
CITATION (APA)
Samuelsson, J., & Westerholm, K. (2026). Early Arithmetic Boost for Low-performing Pre-school Class Students. Journal of Research in Science, Mathematics and Technology Education, 9(3), 17-30. https://doi.org/10.31756/jrsmte.932
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