Neurocognitive Evaluation of an Arithmetic Number Line Training in Adults - An fNIRS Intervention Study

Having a solid background in mathematics is a crucial predictor of academic performance and personal achievement. A key question is to determine what type of math intervention is best suited to promote such abilities. Researchers have recently questioned on the role of number line trainings due to their effectiveness and the possibility of transferring the improved skills to other tasks not directly trained. To assess the efficacy of such interventions, an evaluation of an arithmetic number line training in adults is proposed here. Two groups of participants are tested in their ability to solve number line and arithmetic problems while recording their parietal activity using functional near-infrared spectroscopy (fNIRS). The study compares the pre and post measurement performance of both groups to determine whether this single session training can be a useful resource for math interventions. Surprisingly, the training does not appear to have a decisive effect on behavioural measures, but it does promote neural changes in some of the proposed paradigms. The results are also discussed in terms of near and far transfer effect, allowing for a better insight of the training's contribution to various components of math domains. It is concluded that, although multiple training sessions might better support the learning process, this study represent the starting point for a more complete understanding of the mechanisms underlying number line interventions.