Literaturnachweis - Detailanzeige
Autor/inn/en | Scalise, Nicole R.; Daubert, Emily N.; Ramani, Geetha B. |
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Titel | Benefits of Playing Numerical Card Games on Head Start Children's Mathematical Skills |
Quelle | In: Journal of Experimental Education, 88 (2020) 2, S.200-220 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0973 |
DOI | 10.1080/00220973.2019.1581721 |
Schlagwörter | Early Intervention; Mathematics Skills; Teaching Methods; Educational Games; Executive Function; Numbers; Memory; Visual Aids; Program Effectiveness; Numeracy; Computation; Preschool Children; Color; Geometric Concepts Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Zahlenraum; Gedächtnis; Anschauungsmaterial; Rechenkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Colour; Farbbezeichnung; Farbe; Elementare Geometrie |
Abstract | Low-income preschoolers have lower average performance on measures of early numerical skills than middle-income children. The present study examined the effectiveness of numerical card games in improving children's numerical and executive functioning skills. Low-income preschoolers (N = 76) were randomly assigned to play a numerical magnitude comparison card game, a numerical memory and matching card game, or a shape and color matching card game across four 15-minute sessions. Children who played either of the numerical games improved their numeral identification skills, while only children who played the numerical magnitude comparison game improved their symbolic magnitude comparison skills. These improvements were maintained eight weeks later. The results suggest that a brief, low-cost intervention can successfully improve the numerical skills of low-income children. (As Provided). |
Anmerkungen | 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 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |