ERIC Number: EJ1050458
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 49
Learning from Number Board Games: You Learn What You Encode
Laski, Elida V.; Siegler, Robert S.
Developmental Psychology, v50 n3 p853-864 Mar 2014
We tested the hypothesis that encoding the numerical-spatial relations in a number board game is a key process in promoting learning from playing such games. Experiment 1 used a microgenetic design to examine the effects on learning of the type of counting procedure that children use. As predicted, having kindergartners count-on from their current number on the board while playing a 0-100 number board game facilitated their encoding of the numerical-spatial relations on the game board and improved their number line estimates, numeral identification, and count-on skill. Playing the same game using the standard count-from-1 procedure led to considerably less learning. Experiment 2 demonstrated that comparable improvement in number line estimation does not occur with practice encoding the numerals 1-100 outside of the context of a number board game. The general importance of aligning learning activities and physical materials with desired mental representations is discussed.
Descriptors: Games, Numbers, Learning, Cognitive Processes, Spatial Ability, Computation, Children, Kindergarten, Pretests Posttests, Multivariate Analysis
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Sponsor: Department of Education (ED); National Institutes of Health (DHHS)
Authoring Institution: N/A