Assessing the Difficulty Level of Math Board Games for Young Children

Autor/in	Moomaw, Sally
Titel	Assessing the Difficulty Level of Math Board Games for Young Children
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 4, S.492-509 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1073201
Schlagwörter	Preschool Children; Elementary School Mathematics; Mathematics Instruction; Educational Games; Difficulty Level; Low Income Groups; Middle Class; Socioeconomic Status; Urban Schools; Mixed Methods Research; Scores; Statistical Analysis; Disadvantaged Youth; Age Differences; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Educational game; Lernspiel; Schwierigkeitsgrad; Mittelschicht; Socio-economic status; Sozioökonomischer Status; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Statistische Analyse; Benachteiligter Jugendlicher; Age; Difference; Age difference; Altersunterschied
Abstract	This study investigated differences in difficulty among three types of math board games used as curricular materials in some preschool classrooms. Difference in performance between low- and middle-income children on the three types of games was also explored. Children drew cards containing one to five large dots; they then attempted to place an equivalent number of counters on a bingo-type board or move an equivalent number of spaces along a short or a long path. The sample consisted of 86 children of diverse race/ethnicity and socioeconomic status, age 3 to 5 years, enrolled in a licensed, urban preschool in the Midwest United States. A mixed-methods design was employed. Repeated measures ANOVA and post hoc testing showed that children scored significantly higher (p < 0.0001) on grid and short-path games than on longer path games. Head Start children scored significantly lower than middle-income children at age 3, but not at age 4 or 5. Qualitative data revealed mathematical behaviors that indicate when a child is ready to move to a more difficult level of game, as well as common error sources on long-path games. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01