Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 44, 2024 - Issue 2
583
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Play-integrated fostering of basic mathematical skills: findings of two experiments

ORCID Icon, ORCID Icon, ORCID Icon &
Pages 247-264 | Received 11 Aug 2023, Accepted 07 Mar 2024, Published online: 20 Mar 2024

References

  • Bayerisches Staatsministerium für Familie, Arbeit und Soziales, & Staatsinstitut für Frühpädagogik. (Eds.). (2019). Der Bayerische Bildungs- und Erziehungsplan für Kinder in Tageseinrichtungen bis zur Einschulung [The Bavarian Education and Training Plan for Children in Day Care Facilities until Enrolement in School] (10. Auflage). Cornelsen.
  • Berner, V., D., Seitz-Stein, K., Segerer, R., Oesterlen, E.  , & Niklas, F. (2022). ‘Good’ or ‘well calculated’? Effects of feedback on performance and self-concept of 5- to 7-year-old children in math. Educational Psychology, 42(3), 296–315. https://doi.org/10.1080/01443410.2021.2001790
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
  • Ehlert, A., & Fritz, A. (2013). Evaluation of maths training programme for children with learning difficulties. South African Journal of Childhood Education, 3(1), 117–141. https://doi.org/10.4102/sajce.v3i1.34
  • Elofsson, J., Gustafson, S., Samuelsson, J., & Träff, U. (2016). Playing number board games supports 5-year-old children’s early mathematical development. The Journal of Mathematical Behavior, 43, 134–147. https://doi.org/10.1016/j.jmathb.2016.07.003
  • Faul, F., Erdfelder, E., Buchner, A., G., Lang, & A.  , G.   (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. ‑ ‑ https://doi.org/10.3758/BRM.41.4.1149
  • Freitas, S. D., Uren, V., Kiili, K., Ninaus, M., Petridis, P., Lameras, P., Dunwell, I., Arnab, S., Jarvis, S., & Star, K. (2023). Efficacy of the 4F feedback model: A game-based assessment in university education. Information, 14(2), 99. https://doi.org/10.3390/info14020099
  • Fritz, A., Balzer, L., Herholdt, R., Ragpot, L., & Ehlert, A. (2014). A mathematics competence test for Grade 1 children migrates from Germany to South Africa. South African Journal of Childhood Education, 4(2), 20. https://doi.org/10.4102/sajce.v4i2.207
  • Fritz, A., Ehlert, A., & Balzer, L. (2013). Development of mathematical concepts as basis for an elaborated mathematical understanding. South African Journal of Childhood Education, 3(1), 38–67.
  • Fritz, A., Ehlert, A., & Leutner, D. (2018). Arithmetische Konzepte aus kognitiv-entwicklungspsychologischer Sicht [Artihmetic concepts from a cognitive developmental-psychology perspective]. Journal Für Mathematik-Didaktik, 39(1), 7–41. https://doi.org/10.1007/s13138-018-0131-6
  • Fritz, A., Ehlert, A., Ricken, G., & Balzer, L. (2017). MARKO-D1+: Mathematik- und Rechenkonzepte bei Kindern der ersten Klassenstufe – Diagnose [Mathematics and calculating - Test for the assessment of concepts in the first grade of primary school]. Hogrefe.
  • Fritz, A., & Ricken, G. (2008). Rechenschwäche [Dyscalculia]. Reinhardt.
  • Fuson, K. C. (1988). Children’s counting and concepts of number. Springer-Verlag.
  • Fyfe, E. R., & Brown, S. A. (2018). Feedback influences children’s reasoning about math equivalence: A meta-analytic review. Thinking & Reasoning, 24(2), 157–178. https://doi.org/10.1080/13546783.2017.1359208
  • Gasteiger, H. (2012). Fostering early mathematical competencies in natural learning situations—Foundation and challenges of a competence-oriented concept of mathematics education in kindergarten. Journal Für Mathematik-Didaktik, 33(2), 181–201. https://doi.org/10.1007/s13138-012-0042-x
  • Gasteiger, H., & Moeller, K. (2021). Fostering early numerical competencies by playing conventional board games. Journal of Experimental Child Psychology, 204, 105060. https://doi.org/10.1016/j.jecp.2020.105060
  • Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest, and self-evaluation: The role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290. https://doi.org/10.1080/01443410.2013.785384
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • Hauser, B., Vogt, F., Stebler, R., & Rechsteiner, K. (2014). Förderung früher mathematischer Kompetenzen. Spielintergriert oder trainingsbasiert: [Promoting early mathematical competence playfully or training-based. ]. Frühe Bildung, 3(3), 139–145. https://doi.org/10.1026/2191-9186/a000144
  • Johnson, C. I., Bailey, S. K. T., & van Buskirk, W. L. (2017). Designing Effective Feedback Messages in Serious Games and Simulations: A Research Review. In P. Wouters (Ed.), Advances in game-based learning Ser. Instructional techniques to facilitate learning and motivation of serious games (pp. 119–140). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-39298-1_7
  • Jörns, C., Schuchardt, K., Grube, D., Barkam, L. V., & Mähler, C. (2017). ZIKZAK – Profitieren Kindergartenkinder von Gesellschaftsspielen zur Förderung numerischer Kompetenzen und phonologischer Bewusstheit? [ZIKZAK – A Game-Orientated Training to Boost Numerical Skills and Phonological Awareness at Preschool Age]. Unterrichtswissenschaft, 45(3), 220–238.
  • Jörns, C., Schuchardt, K., Grube, D., & Mähler, C. (2014). Spielorientierte Förderung numerischer Kompetenzen im Vorschulalter und deren Eignung zur Prävention von Rechenschwierigkeiten [Playful training of numerical skills in preschool for prevention of mathematical disability]. Empirische Sonderpädagogik, 3, 243–259. https://doi.org/10.25656/01:9933
  • Jörns, C., Schuchardt, K., Mähler, C., & Grube, D. (2013). Alltagsintegrierte Förderung numerischer Kompetenzen im Kindergarten: [Everyday intergrated promotion of numerical competencies in kindergarten]. Frühe Bildung, 2(2), 84–91. https://doi.org/10.1026/2191-9186/a000088
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254
  • Lange, A. A., Brenneman, K., & Sareh, N. (2021). Using number games to support mathematical learning in preschool and home environments. Early Education and Development, 32(3), 459–479. https://doi.org/10.1080/10409289.2020.1778386
  • Langhorst, P., Ehlert, A., & Fritz, A. (2013). Realising pre-school mathematical education – A development-oriented math programme with special consideration of phonological language processing aspects. South African Journal of Childhood Education, 3(1), 68–99. https://doi.org/10.4102/sajce.v3i1.32
  • Laski, E., & Siegler, R. S. (2014). Learning from number board Games: You learn what you encode. Developmental Psychology, 50(3), 853–864. https://doi.org/10.1037/a0034321
  • Milton Bradley Company. (1978). Chutes and ladders. Hasbro.
  • Narciss, S., & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction, 16(4), 310–322. https://doi.org/10.1016/j.learninstruc.2006.07.003
  • Niklas, F., & Tayler, C. (2018). Room quality and composition matters: Children’s verbal and numeracy abilities in Australian early childhood settings. Learning and Instruction, 54, 114–124. https://doi.org/10.1016/j.learninstruc.2017.08.006
  • Outhwaite, L. A., Faulder, M., Gulliford, A., & Pitchford, N. J. (2019). Raising early achievement in math with interactive apps: A randomized control trial. Journal of Educational Psychology, 111(2), 284–298. https://doi.org/10.1037/edu0000286
  • Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375–394. https://doi.org/10.1111/j.1467-8624.2007.01131.x
  • Ramani, G. B., Siegler, R. S., & Hitti, A. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104(3), 661–672. https://doi.org/10.1037/a0028995
  • Ricken, G., Fritz, A., & Balzer, L. (2013). MARKO-D: Mathematik- und Rechenkonzepte im Vorschulalter – Diagnose [Mathematics and calculating - Test for the assessment of concepts in preschool age]. Hogrefe.
  • Siegler, R. S., & Alibali, M. W. (2005). Children’s thinking. Prentice Hall.
  • Siegler, R. S., & Ramani, G. B. (2009). Playing linear number board games-but not circular ones-improves low-income preschoolers’ numerical understanding. Journal of Educational Psychology, 101(3), 545–560. https://doi.org/10.1111/j.1467-7687.2008.00714.x
  • Skillen, J., Berner, V. D., & Seitz-Stein, K. (2017). The rule counts! Acquisition of mathematical competencies with a number board game. The Journal of Educational Research, 111(5), 554–563. https://doi.org/10.1080/00220671.2017.1313187