Playing number board games supports 5-year-old children’s early mathematical development

Elofsson, Jessica; Gustafson, Stefan; Samuelsson, Joakim; Träff, Ulf

doi:10.1016/j.jmathb.2016.07.003

Cited by 56 publications

(45 citation statements)

References 37 publications

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“…Taken together, it is not immediately clear why our game may not have been as effective as other very similar number board games (Elofsson et al, ; Ramani & Siegler, ; Whyte & Bull, ). Indeed, from a theoretical standpoint, it remains unclear why the mechanisms underlying the success of “The Great Race” would not also underlie the performance of the present game.…”

Section: Discussionmentioning

confidence: 84%

“…The classroom environment stands in stark contrast to the quiet and controlled environments of the lab (e.g., see Brown, ). Although the present intervention is similar to other successful board game interventions—in both game design and time spent training—longer training interventions may be required when carried out in ecologically valid contexts (Elofsson, Gustafson, Samuelsson, & Träff, ; Ramani & Siegler, ; Whyte & Bull, ). Future research efforts are needed to better understand the extent to which successful lab‐based interventions also work in authentic learning contexts.…”

Section: Discussionmentioning

confidence: 96%

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Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds

Hawes

Cain

Jones

et al. 2019

Mind Brain and Education

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The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice.

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Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 96%

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds

Hawes

Cain

Jones

et al. 2019

Mind Brain and Education

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“…It is clear that music and movement have the potential to attract children to mathematical learning and can influence children's development at the preschool level (Cross, Woods, & Schweingruber, 2009;Gasteiger, 2012 (Ramani & Siegler, 2008;Siegler & Ramani, 2008Ramani & Siegler, 2011;Ramani, Siegler, & Hitti, 2012;Elofsson et al, 2016). Hence, this study was conducted to explore the use of music and movement in early mathematics in preschool.…”

Section: Literature Review Music and Movement In Preschool Educationmentioning

confidence: 99%

The Benefits of Music and Movement in Early Mathematics

Samsudin¹,

Bakar²,

Noor³

2019

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Music and movement is one of the element commonly used in the teaching and learning process in preschool. The purpose of this case study is to explore the use of the music and movement element in the teaching of mathematics in preschool. Purposive sampling was used in the qualitative study. Four teachers from four preschools were selected as participants for this study. The results showed that the use of the music and movement element helped attract children's focus and attention, enhance understanding as well as enrich children's emotion and behavior development. The implication of this study is that preschool teachers should vary their teaching approaches by incorporating the use of the music and movement in their mathematics instruction. Consequently, music and movement are seen to be beneficial including help attract children's attention and interest, improve children's understanding and build children's emotional development.

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“…Consequently, in recent years, approaches for remediation have been developed to enhance numerical cognition, for example, computer-assisted interventions (Kucian et al, 2011;Syah et al, 2015;Michels et al, 2018;Cheng et al, 2019), board games (Elofsson et al, 2016), and tutoring programs, i.e., the combination of conceptual features of numerical knowledge with counting skills (Iuculano et al, 2015), and even attentional training (Ashkenazi and Henik, 2012). These interventions produced improvements in the numerical cognition capacity, however, the effect was restricted to isolated numerical abilities such as number sense (Wilson et al, 2006), number line (Kucian et al, 2011;Käser et al, 2013;Elofsson et al, 2016), or number comprehension (Fuchs et al, 2013;Syah et al, 2015). Congruently, systematic reviews suggested that resistance to interventions may be an essential marker of DD (Monei and Pedro, 2017) and also that behavioral interventions have limited efficacy for children with DD (Kroeger et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia

Ribeiro

Santos

2020

Front. Psychol.

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Musical training (MT) is perceived as a multi-sensory program that simultaneously integrates visual, aural, oral, and kinesthetic senses. Furthermore, MT stimulates cognitive functions in a ludic way instead of tapping straight into the traditional context of school learning, including mathematics. Nevertheless, the efficacy of MT over mathematics remains understudied, especially concerning longstanding effects. For this reason, this longitudinal study explored the impact of MT on numerical cognition and abstract visual reasoning using a double-blind and quasi-experimental design. We assessed two groups of children from primary schools, namely one with developmental dyscalculia [DD; n = 22] and another comprising typically developing children [TD; n = 22], who concomitantly underwent MT. Numerical cognition measurement was carried out at four different time points: Baseline (pre-MT assessment), mid-test (after 7 weeks of MT), post-test (after 14 weeks of MT), and follow-up (10 weeks after the end of MT). Significant interactions were found between time and group for numerical cognition performance, in which the DD group showed higher scores in number comprehension, number production at mid-test, and calculation at post-test compared to baseline. A key finding was that number production, number comprehension, and calculation effects were time-resistant for the DD group since changes remained on follow-up. Moreover, no significant differences over time were found for abstract visual reasoning for both groups. In conclusion, the findings of this study showed that MT appears to be a useful tool for compensatory remediation of DD.

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Playing number board games supports 5-year-old children’s early mathematical development

Cited by 56 publications

References 37 publications

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds

The Benefits of Music and Movement in Early Mathematics

Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia

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