Effectiveness of Early Educational Interventions on sense of number of Preschoolers

The aim of the present research was to assess the effectiveness of early educational intervention on number sense of preschool children. The research method was semi-experimental with pretest-posttest، and control group. Research statistical population included male children with disabilities in mathematics in Isfahan city in the year 2010- 2011. The research sample included 30 male children who had a poor sense of number and were selected using multistage random cluster sampling and were assigned in the two groups of experimental and control randomly. The instruments used were Number Sense Test (Jordan، 2008) and Wechsler Preschool and Primary Scale of Intelligence (Razavi & Shahim، 1972). Experimental interventional (early t raining interventions based on direct instruction) was held on the experimental group in eight sessions، each session lasted sixty minutes once a week. After completing the training program، post-test take from both groups. Results of analysis of covariance showed that early educational intervention was effective in the improvement of sense of number of preschool children (P<0. 001)