Card game as a pedagogical tool for numeracy skills development (original) (raw)
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Acquisition of Numeracy Knowledge through a Computer Game
2015
The use of technology in teaching and learning mathematics is not new. The view of how technology should be used in the mathematical classroom is affected, among others, by changes in the community. A form of technological tool that is becoming popular in teaching and learning mathematics is the use of technology-based games. Many educators are interested in developing instructional games in Mathematics to engage today’s children in a fun way of learning. However, the process required for developing a game that is both engaging and instructionally effective remains elusive. This study aimed to investigate pupils’ level of acquisition of numeracy knowledge in a specially developed computer game called Numeraction. The game supports major components in numeracy, namely mental computation, visual thinking and number sense. The game has a response system for recording and displaying the pupils’ scores. Participants of this study were 971 pupils from fifteen primary schools in the state ...
The present study assesses the effectiveness of a commercial educational math game for improving the arithmetic skills of children. Eighty-eight second graders were randomly assigned to one of three groups: a 'gaming group' which was instructed to play through the entire commercial game 'Monkey Tales', a group which was instructed to complete math exercises on paper and a control group that that did not receive any arithmetic exercises. We used a multidimensional approach to estimate the impact of game playing on objective measures of arithmetic performance such as speed and accuracy on a math test, as well as subjective measures such as math anxiety, enjoyment and perceived competence. Overall, the present study shows that the use of games for arithmetic can be beneficial both in terms of affective and cognitive learning outcomes.
Enhancing numeracy instruction through games in pre-primary classrooms
Journal Of Teaching And Learning In Elementary Education
The enormous importance of numeracy skill to pre-elementary children has tasked teachers with the burden of imparting the skill in an effective manner. Despite the fact that literature has documented the effectiveness of games approach in children instruction, to some, use of game is disruptive to actual learning. This necessitates more experimental studies to further clear ambiguities about the use of games in pre-primary classrooms. This study examined the impact of games on pre-primary children’s interest and performance in numeracy. A pretest-posttest, control group, quasi-experimental was adopted. Fifty Nursery Two pupils were randomly assigned to treatment and control groups. The instruments used were Pre-primary Children’s Numeracy Achievement Test (r=0.86) and Pupils’ Interest in Numeracy Scale (r=0.81). The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post Hoc Pairwise Comparison. Results indicated that games method was effective on pre-p...
Promoting Numeracy Skills Through Board Game Play
Young Exceptional Children, 2018
M s. Sandra assesses the literacy and numeracy skills of the children in her Head Start classroom at the beginning of the year, midwinter , and late spring. After 4 months of school, she is impressed with gains made in letter-sound correspondence. She recognizes these improvements result from instruction coupled with parents reading with their children at home to reinforce skills taught at school. Although the children are making progress in early literacy skills, Ms. Sandra sees little growth in mathematical skills. Many children can identify only a few numbers, and most have difficulty comparing quantities associated with numbers, such as identifying that 6 is more than 2. Ms. Sandra brainstorms strategies to teach early mathematical skills and to aid parents in extending school-based mathematical experiences into the home. 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. The importance of early mathematics has been recognized by several organizations (i.e., National Association for the Education of Young Children [NAEYC], National Council of Teachers of Mathematics 814239Y ECXXX10.
The present study assesses the effectiveness of a commercial educational math game for improving the arithmetic skills of children. Eighty-eight second graders were randomly assigned to one of three groups: a 'gaming group' which was instructed to play through the entire commercial game 'Monkey Tales', a group which was instructed to complete math exercises on paper and a control group that that did not receive any arithmetic exercises. We used a multidimensional approach to estimate the impact of game playing on objective measures of arithmetic performance such as speed and accuracy on a math test, as well as subjective measures such as math anxiety, enjoyment and perceived competence. Overall, the present study shows that the use of games for arithmetic can be beneficial both in terms of affective and cognitive learning outcomes.
Science International Lahore, 2024
This study aimed to determine the effectiveness of digital game-based learning in improving the numeracy skills of grade 7 students in one of the public secondary schools in the province of Sorsogon and to make an input of professional development program out of the result. The researcher utilized a quasi-experimental research design wherein the difference in the pretest and posttest scores of the controlled and experimental groups was evaluated. The sources of data were the 30 students from two sections of the 7th grade of the said school. Based on the normality test from the actual data, it was revealed that the distribution is normal and bound to use a parametric test for its inferential problem. The statistical tools used in this study were the mean and t-test for paired samples, as the data was analyzed using SPSS. Results indicate a significant improvement in the numeracy skills on the posttest of the experimental group due to digital game-based learning using ClassPoint after the administration of the pretest. With a p-value of .000 which is less than the alpha value of 0.05, the intervention is implied to be effective. The result was supported by the focus group discussion with the students from the experimental group, having said that it improves their numerical skills and their attitude towards it. Based on the overall outcome, a professional development program for mathematics teachers about the presentation of the quantitative and qualitative data results of the study and the navigation of ClassPoint in numeracy lessons was developed.
Are Games a Viable Home Numeracy Practice
The promise that mathematics can be taught from a young age through fun, engaging games is an enticing proposition. So enticing that considerable effort has been expended to determine whether gaming is an effective teaching tool. This effort includes not just individual investigations but multiple meta-analyses with a combined evaluation of over 500 studies testing the effectiveness of educational games. Despite all of this interest and the resulting concerted research effort, there is no clear answer as to whether games are a viable tool for improving young children’s numeracy ability. This ambiguity is due to math game research not addressing two critical questions: what is a game and how does learning occur within the context of a game. Answering these questions is the first step in determining whether math games can be both fun and formative.
2019
Since Mathematics is an indispensable tool for technological age, it is the role of Mathematics teachers to provide opportunities to learners to learn materials which may be considered new or modern. Unfortunately, despite all the changes and initiatives, there are still problems in Mathematics education. Generally speaking, many learners even see Mathematics as a difficult subject. Some learners tend to hate numbers while some show no interest on learning about it at all. This action research would be useful and effective in making learners enjoy as they learn Mathematics easily. This study was undertaken to determine the effectiveness of Oral and Written Numeracy Assessment Tools and E-games as an Approach in Teaching Mathematics at Jorge M. Atienza Elementary school, District of Sta. Teresita, Division of Batangas, Philippines. Specific questions were answered in the course of the study. The descriptive research design was used with a questionnaire as the main data-gathering inst...
GAME-BASED CARD-BOARD MANIPULATIVE FOR BASIC NUMERACY OPERATIONS: EXPERT TEACHERS' EVALUATION
SDSSU Multidisciplinary Research Journal (SMRJ), 2021
This study developed a game-based instructional material, the MDAS CardBoard Manipulative, for learning basic operations in numeracy education, determined its significant features and assessed its level of acceptability by selected experts in the field. Utilizing a convergent mixed method approach integrating the ADDIE Model, the study found excellent rating scores in the quality of the content, instructional, and technical aspects of the proposed material. The experts highly recommended the implementation of the game-based learning innovation at the primary and secondary levels. The findings suggest that game-based instructional materials and manipulative learning devices can boost learners' interest in a particular topic or context in Mathematics courses. Based on teachers' experiences and perspectives, game-based learning innovations in foundation topics, particularly basic operations, can enhance students' mastery level in the subject; thus, there are potential benefits of using game-based learning and manipulative devices in mathematics education.