Supporting play-based learning in primary mathematics curriculum. Effect of teaching mathematics through different play types on 1st grade students achievements and retention levels.

Autor/in	Demir, Mehmed Raci
Titel	Supporting play-based learning in primary mathematics curriculum. Effect of teaching mathematics through different play types on 1st grade students achievements and retention levels.
Quelle	Berlin: Peter Lang (2020), 140 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis Verlagshomepage
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-631-82976-0; 978-3-631-82976-9
Schlagwörter	Pädagogik; Spielerisches Lernen; Fallstudie; Interview; Mixed-Methods-Design; Unterrichtsbeobachtung; Spiel; Schuljahr 01; Grundschule; Schüler; Leistungsbeurteilung; Schülerleistung; Lehr-Lern-Prozess; Didaktik; Experiment; Curriculum; Unterrichtsgestaltung; Unterrichtsmethode; Lernspiel; Mathematikunterricht; Einflussfaktor; Intervention; Theorie; Türkei
Abstract	Since the elementary school years, the power of the play has been used in cognitive, social, motor, and affective ways to overcome students' anxiety of mathematics. This book examines the effect of play-based learning method on the achievements of 1st-grade students within the scope of 8 different math plays prepared for objectives in the primary mathematics curriculum. Supported by students' views on different math plays, including theoretical reflections on play-based learning and thoughts about methodological, empirical, and experimental approaches as well as analyses of various play studies, the research examines the role of child-centered teaching methods in primary school math curriculum from planning to play evaluation processes. Practical examples of different types of plays in teaching primary mathematics are presented to researchers and classroom teachers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3