Promoting Numeracy Skills through Board Game Play

Autor/inn/en	Hendrix, Nicole M.; Hojnoski, Robin L.; Missall, Kristen N.
Titel	Promoting Numeracy Skills through Board Game Play
Quelle	In: Young Exceptional Children, 23 (2020) 2, S.100-111 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hendrix, Nicole M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250618814239
Schlagwörter	Numeracy; Mathematics Skills; Skill Development; Games; Game Based Learning; Mathematics Instruction; Early Childhood Education; Mathematical Concepts; Teaching Methods; Home Study; Parent Participation; Preschool Children + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Game; Spiel; Spiele; Mathematics lessons; Mathematikunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Research suggests that young children have a complex sense of informal mathematics, including an understanding of more and less, shape, and patterns (Ginsburg, Lee, & Boyd, 2008), and that attention to mathematics in early childhood ensures that children have a strong foundation for later learning. For children with identified disabilities, the Individual Family Service Plan under the Individuals with Disabilities Education Act (IDEA) requires an educational focus that promotes school readiness and includes preliteracy and numeracy skills (IDEA, 2004). A primary area of early mathematical development is number sense. Number sense involves an understanding of the meaning and representation of numbers as well as relationships among numbers (NCTM, 2013), and it includes counting, numerical comparisons, and verbal and nonverbal addition and subtraction (Sarama & Clements, 2009). Early discrepancies in mathematical performance signal the need for formal and informal interventions for at-risk children (Duncan et al., 2007). Explicit teaching of concepts such as the linear representation of number through play with number board games has been shown to be effective in increasing numerical skill (e.g., Ramani et al., 2012) and has potential for collaborative implementation across school and home. This article touches on how board game play affects numeracy development, instructional practices during board game play, and connecting home and school. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01