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Fuzzy Numbers: Pre-K Number Foundation Gameplay, Trailers and Related Videos

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About the application:

"Kudos for putting together an academic-research background with an imaginative, playful presentation to test to assist children build a solid early math foundation.” - Common Sense Media Help your preschooler develop early math skills with this science-backed mini game! Fuzzy Numbers provides a fairy-tale setting for kids to practice foundational early math skills. Your kid will love exploring Princess Poodle’s castle, Prince Frog’s beanstalk, Witch Cat’s potion school, and Pirate Whale’s treasure cove. Each stage is designed to assist your kid exercise his or her intuitive sense of quantity, or “number sense”. Research shows that kids with a stronger number sense tend to perform better on true math tests (Halberda et al., 2008). Four and five year old kids who played digital number sense mini games demonstrated better math performance (on tests of counting, number identification, addition, etc.) compared to control groups, when inspected right after a brief practice (Wang et al., 2016) or after a few weeks of practice (Park et al., 2016). Fuzzy Numbers is adaptive and continually challenges your child’s number sense. Kids from ages 3 to 5 have fun playing Fuzzy Numbers, a reimagined ver of our first number sense mini game, More 4 Monkey. Cognitive ToyBox is committed to developing science-backed mini games to help the early learning and cognitive development of kids. Please contact us at hello@cognitivetoybox.com with any questions or feedback. === References: Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665-668. Park, J., Bermudez, V., Roberts, R. C., & Brannon, E. M. (2016). Non-symbolic approximate arithmetic training improves math performance in preschoolers. Journal of Experimental Kid Psychology, 152, 278-293. Wang, J. J., Odic, D., Halberda, J., & Feigenson, L. (2016). Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance. Journal of Experimental Kid Psychology, 147, 82-99.