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ERIC Number: EJ1050458
Record Type: Journal
Publication Date: 2014-Mar
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0012-1649
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.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED); National Institutes of Health (DHHS)
Authoring Institution: N/A
Grant or Contract Numbers: R305H020060; R305B040063; HD 19011