The rule counts! Acquisition of mathematical competencies with a number board game
The rule counts! Acquisition of mathematical competencies with a number board game
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DOI：
10.1080/00220671.2017.1313187
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发表时间：
2018-01-01
影响因子：
2.1
通讯作者：
Seitz-Stein, Katja
中科院分区：
文献类型：
--
作者：
Skillen, Johanna;Berner, Valerie-D.;Seitz-Stein, Katja
该研究评估了线性数字棋盘游戏100房子。考虑到Kraubrski（2003，2013）的数学能力发展模型，这个游戏支持6岁儿童的数学能力发展。棋盘游戏设计基于美国认知对齐框架方法，旨在增强数字棋盘游戏Race to Space（Laski & Siegler，2014）。德国6岁的儿童（N = 48）接受了四个玩游戏的会议，无论是从他们的当前位置上的棋盘游戏（计数条件）或计数他们的步骤从一个（计数从1条件）。在前测、后测和随访阶段，对儿童的数学表现进行了评估。结果表明，玩游戏导致稳定的改善，特别是在数学能力的第一和第二层次的基础发展模型。在计数条件下的儿童表现出更大的好处。通过玩数字棋盘游戏来支持数学能力。
The study evaluates the linear number board game 100 House. Taking into account Krajewski's (2003, 2013) development model of mathematical competencies, this game supports the development of mathematical competencies in 6-year-old children. The board game design is based on the American cognitive alignment framework approach and aims to enhance the number board game Race to Space (Laski & Siegler, 2014). German 6-year-old children (N = 48) received four game-playing sessions, either counting on from their current position on the board game (count-on condition) or counting their steps from one (count-from-1 condition). In a pretest, posttest, and follow-up session, children's mathematical performance was assessed. The results show that playing the game led to stable improvements, especially in mathematical competencies of the first and second level of the underlying development model. Children in the count-on condition displayed a greater benefit. Supporting mathematical competencies by playing number board games is discussed.