Effects on early numeracy of a program using number books and games

Young-Loveridge, Jennifer

doi:10.1016/j.ecresq.2004.01.001

Cited by 154 publications

(120 citation statements)

References 21 publications

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“…Young & Loverdige [11], they investigated about learning math concepts about children, their exploration is based on establishing how video games affect their knowledge assimilation techniques in the investigation about 106 students participated; the results obtained showed very marked improvements over children occupied for learning games against those who did not use these tools, the results were consistent for a year, demonstrating that learning math for kids five years was faster and easier using video games. For children the first event of learning mathematical concepts was a game, resulting in a fun activity and strengthen positive.…”

Section: Analysis Inclusion Of the Video Games In Educationmentioning

confidence: 55%

Video Games in Teaching-Learning Processes: A Brief Review

Cruz¹

2014

IJSEDU

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Abstract:Along with knowledge acquisition, techniques and procedures, the goal of education is to develop individuals capable of reacting to planned or unplanned circumstances, making decisions in a set time. The focus of digital game-based learning (DGBL) under an instructional framework context, pedagogical standards link where computer games are an integral part of learning. You teach with computer games for teaching content, has the potential to positively influence the motivation of students to learn and retain knowledge. In this article we have reviewed literature in this field and determined whether the use of computer games, especially in mathematics, contributes to a more efficient implementation of educational objectives at all levels of education.

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Section: Analysis Inclusion Of the Video Games In Educationmentioning

confidence: 55%

Video Games in Teaching-Learning Processes: A Brief Review

Cruz¹

2014

IJSEDU

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“…Capraro & Capraro, 2006;Young-Loveridge, 2004). It seems that teachers in Finland are not aware of the possibilities of children's literature and are somewhat reluctant to educate themselves on this topic.…”

Section: Discussionmentioning

confidence: 99%

Teaching mathematics with children’s literature in Finland

Aerila

2017

PROSOC

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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher's weekly routine. Unlike English-speaking countries, Finland lacks children's literature aimed towards use in mathematics teaching. This study aimed to understand teachers' and teacher-trainees' points of view on the extent to which they use children's literature in teaching mathematics in primary school and how to efficiently use children's literature in teaching mathematics in primary school. This study was a part of an international study entitled 'Teachers' beliefs on the integration of children's literature in primary mathematics learning and teaching: A comparative study', including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers' beliefs concerning integration of children's literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children's literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children's literature may provide a meaningful context to develop mathematical skills and foster children's positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.

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“…Bunun için çocukların el göz koordinasyonu ile beraber dil ve belleğe ilişkin becerilerini de kullanmaları gerekmektedir. Küçük çocuklar için bu koordinasyonu geliştirmek oldukça zordur (Young-Loveridge, 2004).…”

Section: Sayma İlkeleriunclassified

Sayma İlkeleri Testi'nin Geçerlik ve Güvenirlik Çalışması

Pekince¹,

Dağlıoğlu²

2017

İlköğretim Online

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ÖZ. Bu araştırma, Sayma İlkeleri Testi'nin geçerlik ve güvenirlik çalışmasını yapmak amacıyla planlanmıştır. Araştırma, genel tarama modellerinden ilişkisel tarama modelinde tasarlanmıştır. Smith (2010) tarafından güncelleştirilerek bir araya getirilen Erken Çocukluk Matematik Becerileri, Sayı Kavramı ve Sayı Hissi Testi'nin alt testlerinden olan Sayma İlkeleri Testi'nin Türkçeye uyarlama çalışması gerçekleştirilmiştir. Araştırmanın uygulaması, Kırklareli Milli Eğitim Müdürlüğü'ne bağlı resmi bir bağımsız anaokulunda eğitim alan 54-72 aylık 133 çocuğun katılımıyla gerçekleşmiştir. Çocukların ortalama olarak testte yer alan soruların yaklaşık %71'ini doğru cevaplandırdıkları tespit edilmiştir. Teste ilişkin hesaplanan ortalama güçlük (p) indeksi (0,71) ile ortalamadan daha kolay olduğu belirlenmiştir. Ayrıca tüm alt testlerin sayma kavramını açıklamak üzere oluşturulan yollara ilişkin hesaplanan t değerlerinin tamamının anlamlı olduğu tespit edilmiştir. Sayma İlkeleri Testi'nin regresyon katsayıları incelendiğinde; testi en çok açıklayan alt testin birebir eşleme ilkesi testi (R 2 =0,53); daha sonra sabit sıra ilkesi testi (R 2 =0,47); kardinal sayı ilkesi testi (R 2 =0,33) ve sıranın önemsizliği-soyutlama ilkesi testi (R 2 =0,28) olduğu görülmektedir. Sayma İlkeleri Testi'nin güvenirlik düzeyini saptamak amacıyla iki kategorili verilerde hesaplanan ve testteki maddelerin iç tutarlılığının ölçüsünü veren KR-20 katsayısı hesaplanmıştır. Testin uyarlama sürecinde çocuklardan elde edilen cevaplar sonucunda hesaplanan KR-20 katsayısı 0,63 olarak bulunduğundan, Sayma İlkeleri Testi'nin geçerli ve güvenilir bir test olduğu görülmüştür. Anahtar Sözcükler: Sayma, Sayı Kavramı, Sayma İlkeleri, Okul Öncesi Matematik Eğitimi ABSTRACT. The current research was planned to conduct a validity and reliability study of the Counting Principles Scale. The study was designed according to relational survey model, one of the general survey models. Turkish adaptation study of the Counting Principles Scale developed by Smith (2010) as one of the sub-scales of the Early Childhood Mathematical Skills, Number Concept and Number Sense Test was carried out. The study was conducted with the participation of 133 children aged at 54-72 months from a state kindergarten run under the control of the Ministry of National Education in the city of Kırklareli. It was found that on average, the children correctly responded to nearly 71% of the questions in the scale. Mean difficulty index (p) calculated for the test is 0.71 and this shows that it is easier than the average. Moreover, t values of all the subtests calculated in relation to means constructed to explain the concept of counting were found to be significant. When the regression coefficients of the Counting Principles Scale were examined, it was found that the sub-test explaining the scale to the greatest extent is one-to-one correspondence principle test (R 2 =0,53); it is followed by in stable order principle test (R 2 =0,47); and cardinality principle test (R 2 =0,33) and order irrelevance...

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Effects on early numeracy of a program using number books and games

Cited by 154 publications

References 21 publications

Video Games in Teaching-Learning Processes: A Brief Review

Video Games in Teaching-Learning Processes: A Brief Review

Teaching mathematics with children’s literature in Finland

Sayma İlkeleri Testi'nin Geçerlik ve Güvenirlik Çalışması

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