Using Mathematics Games in Preschool Settings to Support the Development of Children's Numeracy Skills

Autor/inn/en	Cohrssen, Caroline; Niklas, Frank
Titel	Using Mathematics Games in Preschool Settings to Support the Development of Children's Numeracy Skills
Quelle	In: International Journal of Early Years Education, 27 (2019) 3, S.322-339 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohrssen, Caroline) ORCID (Niklas, Frank)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2019.1629882
Schlagwörter	Mathematics Instruction; Mathematics Activities; Educational Games; Numeracy; Preschools; Mathematics Skills; Foreign Countries; Preschool Teachers; Preschool Curriculum; Instructional Effectiveness; Outcomes of Education; Intervention; Preschool Children; Learner Engagement; Mathematical Concepts; Experimental Groups; Competence; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Educational game; Lernspiel; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Unterrichtserfolg; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Kompetenz; Australien
Abstract	In Australia, early childhood education takes a play-based approach to supporting children's engagement with mathematical ideas and numeracy development. To assist preschool teachers' implementation of the outcomes in the national Early Years Learning Framework for Australia, the Northern Territory (NT, Australia) has introduced the NT Preschool Curriculum. The "NT Preschool Maths Games," a suite of play-based games underpinned by mathematical concepts, was developed to support the enactment of this curriculum. Here, we explore the impact of attending a preschool classroom in which the "NT Preschool Maths Games" is being implemented, on child learning outcomes in a pre-post intervention design. Children were assessed in regard to their number naming, counting, and Applied Problems skills. After the baseline assessments, the teachers in the intervention rooms were equipped with the "NT Preschool Maths Games" and attended a one-day workshop on how to use them. Compared with children in the delayed intervention group, children in the intervention group showed statistically greater gains in their mathematical competencies in a post intervention assessment. This suggests that the "NT Preschool Maths Games" may support the enhancement of child learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01