Developing children’s number sense is an important aspect of early mathematical education and has been the focus of multiple studies targeting the kindergarten stage. We investigated the impact of reading mathematical stories on the number sense of kindergarten children. A small-scale intervention study was conducted with 46 kindergarten children aged 5–7 years. The study employed a non-equivalent quasi-experimental design involving comparison and intervention groups. The intervention involved eight mathematical stories presented in interactive reading environments during their class storytime. Therefore, both the books and the interactive reading style were considered core components of the intervention in this study. A pretest, posttest, and delayed test measured the children’s number sense, and the resulting data was analysed with ANCOVA. The results showed the intervention to have a promising effect on their number sense: the experimental group significantly outperformed the control group on both the posttest and delayed test. We consider it important that teachers be encouraged to make the maximum use of kindergarten storytelling sessions to further children’s early mathematical understanding. With acknowledgement of the limited sample size and its implications for the statistical generalisability of the findings, this study should be regarded as an exploratory investigation that can inform and encourage future large-scale research. In addition, the findings offer meaningful pedagogical implications that may support teachers and curriculum designers in early childhood education and provide valuable insights into the potential effects of reading mathematical stories interactively with children in kindergarten in authentic classroom contexts.
Almulhim et al. (2026) studied this question.