Play-Integrated Fostering of Basic Mathematical Skills: Findings of Two Experiments
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| Title: | Play-Integrated Fostering of Basic Mathematical Skills: Findings of Two Experiments |
|---|---|
| Language: | English |
| Authors: | Valérie-D. Berner (ORCID |
| Source: | Educational Psychology. 2024 44(2):247-264. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Mathematics Skills, Educational Games, Elementary School Students, Foreign Countries, Kindergarten, Feedback (Response), Play, Arithmetic, Game Based Learning, Grade 1 |
| Geographic Terms: | Germany |
| DOI: | 10.1080/01443410.2024.2329638 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | Empirical research highlights the benefits for the development of children's mathematical competencies when they play linear number board games with dice and receive feedback. We, therefore, investigated mathematical competencies in two training studies with six sessions and a 3 × 2 design. The sample in the first experiment consisted of N = 79 German 5- to 7-year-old preschoolers and in the second of N = 64 German 6- to 8-year-old primary school students. Participants either belonged to a passive control group or played the board game House of Numbers up to number 20 (HoN-20). Some members of the HoN-20 group received specific feedback (e.g. 'well calculated'), while the remaining children received unspecific feedback (e.g. 'good'). Pre-posttest comparisons pointed to diverse effects: Playing the HoN-20 game and receiving feedback led to significantly greater gains in different levels of acquisition of basic arithmetic skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424095 |
| Database: | ERIC |
| Abstract: | Empirical research highlights the benefits for the development of children's mathematical competencies when they play linear number board games with dice and receive feedback. We, therefore, investigated mathematical competencies in two training studies with six sessions and a 3 × 2 design. The sample in the first experiment consisted of N = 79 German 5- to 7-year-old preschoolers and in the second of N = 64 German 6- to 8-year-old primary school students. Participants either belonged to a passive control group or played the board game House of Numbers up to number 20 (HoN-20). Some members of the HoN-20 group received specific feedback (e.g. 'well calculated'), while the remaining children received unspecific feedback (e.g. 'good'). Pre-posttest comparisons pointed to diverse effects: Playing the HoN-20 game and receiving feedback led to significantly greater gains in different levels of acquisition of basic arithmetic skills. |
|---|---|
| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2024.2329638 |
