Fraction ball: Playful and physically active fraction and decimal learning.

Bustamante, Andres S.; Begolli, Kreshnik Nasi; Alvarez-Vargas, Daniela; Bailey, Drew H.; Richland, Lindsey E.

doi:10.1037/edu0000714

Cited by 17 publications

(9 citation statements)

References 62 publications

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“…Our previous research found an association between more frequent parent conversation (during share television viewing) and higher kindergarten curiosity, with a greater magnitude of association in children from low-SES families (Shah et al, 2021). Research from Playful Learning Landscapes including Urban Thinkscape and other projects like Parkopolis (Bustamante et al, 2020); a life-sized human board game) and Fractionball (Bustamante et al, 2022); a recrafted basketball court designed to promote fraction talk) demonstrate that transforming neighborhood spaces into areas which prioritize caregiver-child interactions, facilitate language-learning opportunities which are promotive of school 10.3389/fpsyg.2023.986221 readiness and question asking-a behavior associated with curiosity. Transforming neighborhoods into safer, more playful spaces can also lead to the promotion of early childhood curiosity by cultivating opportunities to engage in back and forth pedagogical exchanges, (e.g., "Look at this!…”

Section: Neighborhood Spaces As a Modifiable Ecological Context To Fo...mentioning

confidence: 94%

Ecological contexts associated with early childhood curiosity: Neighborhood safety, home and parenting quality, and socioeconomic status

Shah

Hirsh‐Pasek²,

Spinelli³

et al. 2023

Front. Psychol.

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IntroductionCuriosity is an important social-emotional process underlying early learning. Our previous work found a positive association between higher curiosity and higher academic achievement at kindergarten, with a greater magnitude of benefit for children with socioeconomic disadvantage. Because characteristics of the early caregiving and physical environment impact the processes that underlie early learning, we sought to examine early environmental experiences associated with early childhood curiosity, in hopes of identifying modifiable contexts that may promote its expression.MethodsUsing data from a nationally representative sample of 4,750 children from the United States, this study examined the association of multi-level ecological contexts (i.e., neighborhood safety, parenting quality, home environment, and center-based preschool enrollment) on early childhood curiosity at kindergarten, and tested for moderation by socioeconomic status.ResultsIn adjusted, stratified models, children from lower-resourced environments (characterized by the lowest-SES tertile) manifested higher curiosity if they experienced more positive parenting, higher quality home environments, and if they lived in “very safe” neighborhoods.DiscussionWe discuss the ecological contexts (i.e., parenting, home, and neighborhood environments) that are promotive of early childhood curiosity, with an emphasis on the role of the neighborhood safety and the “neighborhood built environment” as important modifiable contexts to foster early childhood curiosity in lower-resourced families.

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Section: Neighborhood Spaces As a Modifiable Ecological Context To Fo...mentioning

confidence: 94%

Ecological contexts associated with early childhood curiosity: Neighborhood safety, home and parenting quality, and socioeconomic status

Shah

Hirsh‐Pasek²,

Spinelli³

et al. 2023

Front. Psychol.

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“…By creating design that makes learning benefits salient for parents [ 108 ]. For example, drawing fraction lines on a basketball court ( Figure 2 ) may make it salient to parents that children are learning mathematics while playing [ 143 ]. Excitingly, not only does such design make learning benefits visible for parents and teachers, a controlled study showed that it actually does increase children’s understanding of fractions [ 143 ].…”

Section: Design Principlesmentioning

confidence: 99%

Mommy, Can I Play Outside? How Urban Design Influences Parental Attitudes on Play

Lyu

Yang

Christie

2023

IJERPH

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Although play results in physical, social, and cognitive benefits, there is a consensus that children’s opportunities to play have been reduced, particularly for those who live in urban environments. What are the barriers to play, and how can we mitigate them? This review examines a critical factor in play opportunities: parents as the decision-makers with regard to children’s play. Using perspectives from psychology, urban design, and cognitive science, we analyze the relationships between the design of built environments, parental attitudes and beliefs, and parental decisions on allowing children to play. For example, can a new implementation of children-centered urban design change parents’ skeptical attitude toward play? By drawing from global studies, we chart (1) the three key beliefs of parents regarding play and built environments: play should benefit learning, be safe, and match the child’s competence and (2) the design principles that can foster these beliefs: learning, social, and progressive challenge designs. By making the link between parents, urban design, and play explicit, this paper aims to inform parents, educators, policymakers, urban planners, and architects on the evidence-based measures for creating and increasing opportunities to play.

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“…Number lines can be presented in multiple formats to illustrate fraction magnitude: (a) three-dimensional, concrete representations such as fraction bars and rulers; (b) two-dimensional, semi-concrete representations including drawings of number lines and pictures of rulers; and (c) virtual number lines on a screen (e.g., the free platform Math is Fun provides a digital fraction number line students can manipulate to explore equivalent fractions) or as a mental image in one’s head (Fuchs et al, 2021). A unique format example is a walkable fraction number line displayed on the ground that engages students in a whole-body, multimodal fraction learning experience (Bustamante et al, 2022). Concrete number line representations can be beneficial for early learners or those impacted by LD in mathematics followed in complexity by two-dimensional, semi-concrete number line illustrations.…”

Section: Key Recommendations For Planning and Implementing Fraction N...mentioning

confidence: 99%

Teaching Fraction Magnitude Using the Number Line

Rodrigues

Locke

Singell

et al. 2023

Intervention in School and Clinic

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The number line is a powerful tool for supporting students’ understanding of fraction magnitude. Fractions are a critical component of mathematics instruction in the elementary and intermediate grades. More specifically, understanding fraction magnitude is central to mathematical development. Yet fractions are challenging for many students, particularly students with or at risk of learning disabilities (LD) in mathematics. This article shares (a) key recommendations when planning and implementing fraction number line instruction, (b) sample fraction number line activities for supporting students’ understanding of fraction magnitude and overall mathematics achievement, and (c) strategies for helping students grasp the abstract number line representation.

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Fraction ball: Playful and physically active fraction and decimal learning.

Abstract: to the design and implementation of the study, as well as analyses and preparation of the manuscript.

Cited by 17 publications

References 62 publications

Ecological contexts associated with early childhood curiosity: Neighborhood safety, home and parenting quality, and socioeconomic status

Ecological contexts associated with early childhood curiosity: Neighborhood safety, home and parenting quality, and socioeconomic status

Mommy, Can I Play Outside? How Urban Design Influences Parental Attitudes on Play

Teaching Fraction Magnitude Using the Number Line

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