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

Autor/inn/en	Hawes, Zachary; Cain, Michelle; Jones, Shelly; Thomson, Nicole; Bailey, Cristol; Seo, Jisoo; Caswell, Beverly; Moss, Joan
Titel	Effects of a Teacher-Designed and Teacher-Led Numerical Board Game Intervention: A Randomized Controlled Study with 4- to 6-Year-Olds
Quelle	In: Mind, Brain, and Education, 14 (2020) 1, S.71-80 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hawes, Zachary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12215
Schlagwörter	Educational Games; Teacher Developed Materials; Numbers; Instructional Effectiveness; Intervention; Young Children; Teacher Role + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Zahlenraum; Unterrichtserfolg; Frühe Kindheit; Lehrerrolle
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01