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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 0000-0001-5157-0853), Frank Niklas (ORCID 0000-0002-3777-7388), Maria-Aikaterini Chatzaki (ORCID 0009-0000-9644-0729), Katja Seitz-Stein
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
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: Play-Integrated Fostering of Basic Mathematical Skills: Findings of Two Experiments
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  Data: <searchLink fieldCode="AR" term="%22Valérie-D%2E+Berner%22">Valérie-D. Berner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5157-0853">0000-0001-5157-0853</externalLink>)<br /><searchLink fieldCode="AR" term="%22Frank+Niklas%22">Frank Niklas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3777-7388">0000-0002-3777-7388</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria-Aikaterini+Chatzaki%22">Maria-Aikaterini Chatzaki</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-9644-0729">0009-0000-9644-0729</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katja+Seitz-Stein%22">Katja Seitz-Stein</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2024 44(2):247-264.
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  Data: 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
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  Data: Y
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1080/01443410.2024.2329638
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  Data: 0144-3410<br />1469-5820
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  Data: 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.
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  Data: 2024
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  Data: EJ1424095
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        Value: 10.1080/01443410.2024.2329638
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      – Text: English
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