What is the main reason why older children might be expected to learn more?

Older children might be expected to learn more because they generally learn mathematical tasks more quickly than younger children (Geary, 2006).

Why does the study suggest that playing number board games helps children later learn arithmetic?

This analysis suggests that playing number board games should help children later learn arithmetic, not only because it improves counting and numeral recognition but also because it enhances understanding of numerical magnitudes.

What is the main question that is relevant to the issue of how conceptual representations are formed?

Yet another question relevant to the issue of how conceptual representations are formed is whether the variety of redundant cues that support formation of linear representations of numerical magnitudes may be crucial, as opposed to any particular cue being essential.

What was the effect of playing the number board game on children’s numerical knowledge?

playing the number board game for four 15- to 20-min sessions over a 2-week period produced substantial improvements in low-income children’s number line estimation,which seemed attributable to their increasinguse of linear representations of numerical magnitudes.

What is the likely reason for the relation between arithmetic proficiency and linearity?

A likely reason for the relation between arithmetic proficiency and linearity of numerical magnitude representations is that presentation of arithmetic problems activates not only a verbal representation of the correct answer but also an approximate magnitude representation (Hanich, Jordan, Kaplan, & Dick, 2001).

Open AccessJournal Article10.1111/J.1467-8624.2007.01131.X

Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge Through Playing Number Board Games

Geetha B. Ramani, +1 more

- 01 Mar 2008

- Child Development

- Vol. 79, Iss: 2, pp 375-394

700

TL;DR: Playing number board games with children from low-income backgrounds may increase their numerical knowledge at the outset of school, as predicted.

Abstract: Theoretical analyses of the development of numerical representations suggest that playing linear number board games should enhance young children's numerical knowledge. Consistent with this prediction, playing such a game for roughly 1 hr increased low-income preschoolers' (mean age = 5.4 years) proficiency on 4 diverse numerical tasks: numerical magnitude comparison, number line estimation, counting, and numeral identification. The gains remained 9 weeks later. Classmates who played an identical game, except for the squares varying in color rather than number, did not improve on any measure. Also as predicted, home experience playing number board games correlated positively with numerical knowledge. Thus, playing number board games with children from low-income backgrounds may increase their numerical knowledge at the outset of school.

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Most frequently asked questions

1. What are the contributions in "Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games" ?

This paper found that playing linear number board games with children from low-income backgrounds may increase their numerical knowledge at the outset of school.

2. How much variance was accounted for in the estimates of the children?

Before playing the number board game, the best fitting linear function accounted for an average of 15% of the variance in individual children’s estimates of the numbers’ magnitudes.

3. What is the main effect of age on the slopes of the number line estimates?

The main effect of age indicated that across conditions and sessions, the estimates of the older preschool children had higher slopes than the estimates of their younger peers (mean slope 5 .45 vs. .15).

4. What are the main methods used to represent numerical magnitudes?

Studies using a variety of methods, including multidimensional scaling, chronometric analysis, and error analysis, indicate that people represent numerical magnitudes in multiple ways (Banks & Coleman, 1981; Holyoak & Mah, 1982; Shepard, Kilpatrick, & Cunningham, 1973; Siegler & Opfer, 2003).

Figure 1. Relations between linearity and slopes of number line estimates: Hypothetical data.

Table 4 Correlations Between theNumber of BoardGames, CardGames, andVideoGames ThatHead Start Children ReportedHaving PlayedOutside of Preschool and Their Performance on the Number Knowledge Tasks on the Pretest of Experiment 1

Table 3 Percentage of Children Who Reported Playing Specific Board Games, Card Games, and Types of Video Games

Figure 2. Individual children’s performance at pretest, posttest, and follow-up on four tasks in Experiment 1.

Figure 4. Best fitting linear functions for mean number line estimates on pretest, posttest, and follow-up among children who played the color board game.

Table 1 Correlations of Children’s Performance on the Numerical Knowledge Tasks Across the Three Sessions

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Applied Multivariate Statistics for the Social Sciences

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School Readiness and Later Achievement

Greg J. Duncan, +12 more

- 01 Nov 2007

- Developmental Psychology

TL;DR: A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills, while measures of socioemotional behaviors were generally insignificant predictors of later academic performance.

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5.3K

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Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge Through Playing Number Board Games

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AI Agents for this Paper

Most frequently asked questions

1. What are the contributions in "Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games" ?

2. How much variance was accounted for in the estimates of the children?

3. What is the main effect of age on the slopes of the number line estimates?

4. What are the main methods used to represent numerical magnitudes?

5. What is the main reason why older children might be expected to learn more?

6. Why does the study suggest that playing number board games helps children later learn arithmetic?

7. What is the main question that is relevant to the issue of how conceptual representations are formed?

8. What was the effect of playing the number board game on children’s numerical knowledge?

9. What is the likely reason for the relation between arithmetic proficiency and linearity?

Figures

Citations

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

Early math matters: kindergarten number competence and later mathematics outcomes.

The impact of pretend play on children's development: a review of the evidence.

Putting Education in “Educational” Apps Lessons From the Science of Learning

An integrated theory of whole number and fractions development.

References

Parallel Distributed Processing: Explorations in the Microstructure of Cognition: Foundations

How people learn: Brain, mind, experience, and school.

Applied Multivariate Statistics for the Social Sciences

Applied Multivariate Statistics for the Social Sciences

School Readiness and Later Achievement

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