Fuzzy Numbers:Pre-K Foundation 3.1

Kudos for integrating academic-research expertise with an imaginative and engaging approach to support early math skills in children.

Assist your preschooler in honing their early math abilities with this scientifically endorsed game! Fuzzy Numbers offers a fairy-tale backdrop, allowing children to practice fundamental early math skills.

Your child will delight in journeying through Princess Poodle's castle, Prince Frog's beanstalk, Witch Cat's potion school, and Pirate Whale's treasure cove. Each scenario is thoughtfully crafted to enhance your child's innate understanding of quantity, or "number sense".

Studies indicate that children with a well-developed number sense tend to excel in actual math assessments (Halberda et al., 2008). Research has shown that after brief or extended practice sessions, four and five-year-old children who engaged with digital number sense games outperformed control groups in various math assessments such as counting, number identification, and addition (Wang et al., 2016; Park et al., 2016). Fuzzy Numbers adapts and consistently challenges your child's number sense. Children between the ages of 3 and 5 derive enjoyment from playing Fuzzy Numbers.

For further information on the scientific foundations of the game, visit the Cooney Center at Sesame Workshop blog: here.

Cognitive ToyBox is dedicated to creating research-driven games that promote children's early learning and cognitive growth. Please reach out to us at hello@cognitivetoybox.com for inquiries or feedback.

1. Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665-668.
2. Park, J., Bermudez, V., Roberts, R. C., & Brannon, E. M. (2016). Non-symbolic approximate arithmetic training improves math performance in preschoolers. Journal of Experimental Child Psychology, 152, 278-293.
3. 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 Child Psychology, 147, 82-99.