ERIC Number: ED061098
Record Type: RIE
Publication Date: 1972-Apr
Reference Count: 0
Role-Play and Characterization as Techniques for Teaching Primary Level Number Concepts.
Antkoviak, Bernadette M.
This study investigated the effect of play-like behavior on the learning of elementary arithmetic. Kindergarten children from one school were pretested on addition and subtraction of the numbers zero through five; and eight groups of five subjects were randomly selected from those scoring below the mean. These groups were then randomly assigned to four treatments obtained by two levels of characterization with or without role-playing. All groups used a number line with colored houses representing the numbers zero through five. At one level of characterization, the numbers to be added or subtracted were represented by animal figures moving between the houses; at the other level, numbers were represented by numerals in the usual way. The role-playing groups acted out the movements; the other groups only vocalized the results. All treatments lasted for seven sessions. The pretest was repeated as a posttest, and again a week later as a retention test. The results showed that the group using numeral representation without role-playing learned considerably more than all the other groups; an ANOVA confirmed the significance of these differences for the posttest but not the retention test. The authors suggest various explanations for some of the unexpected patterns observed in the results, particularly the uncontrolled sex factor. (MM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Bucknell Univ., Lewisburg, PA.
Note: Based on M.S. Degree, Bucknell University