Improving Low Mathematics Achievers’ Number Sense via Number Line Training with Board Games

Yıl 2024, Sayı: 26, 41 – 56, 29.07.2024

Mehmet Hayri Sarı Sinan Olkun

https://doi.org/10.30786/jef.1371037

Öz

This study investigated the effect of a number line training via lineer board games with specific contents, namely numerical and figural, on students’ number line estimation skills, arithmetic performance, and mathematics achievement. A total of 30 first graders (15 in experimental and 15 in control group) participated in the study. There were 2 speech and language disorder (SLD) students, one in each, in the control and experimental groups. Number line training with a board game, Sahibingo® was implemented in the experimental group, while a non-numerical board game, Animalbingo, was used in the control group. Training lasted for 30 minutes a day, one day a week, and 4 weeks (2 hours in total). Results indicated that students, including the SLD, in the experimental group improved their number line estimation skills in 0-10 and 0-20 number range, but not in the 0-100 range. Improvements did not reflect in arithmetic performance and mathematics achievement scores. Although there are some improvements in small range number line estimations possibly because of the familiarity there is no improvement in the larger range and in terms of mathematics achievement scores, possibly because of the shorter period of training. It can be concluded that low mathematics achievers’ number sense can be improved via lineer board games with numerical content. Future research may investigate the effect of longer periods and may include other students with special needs.

Anahtar Kelimeler

Number sense, Number line training, board games, mathematics achievement, low mathematics achievers

Etik Beyan

There is no economic, commercial, legal or professional conflict of interest with any institution, organization or person in this study.

Destekleyen Kurum

yok

Proje Numarası

yok

Teşekkür

yok

Kaynakça

• Aragón-Mendizábal, E., Aguilar-Villagrán, M., Navarro-Guzmán, J. I., & Howell, R. (2017). Improving number sense in kindergarten children with low achievement in mathematics. Anales de Psicología/Annals of Psychology, 33(2), 311-318. https://doi.org/10.6018/analesps.33.2.239391
• Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3-18. https://doi.org/10.1111/j.1469-7610.2004.00374.x
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
• Cohen, L., & Dehaene, S. (2000). Calculating without reading: Unsuspected residual abilities in pure alexia. Cognitive Neuropsychology, 17, 563–583.
• Coolen, I. E. J. I., Riggs, K. J., Bugler, M., & Castronovo, J. (2022). The approximate number system and mathematics achievement: it's complicated. A thorough investigation of different ANS measures and executive functions in mathematics achievement in children. Journal of Cognitive Psychology, 34(6), 796-818. https://doi.org/10.1080/20445911.2022.2044338
• Decarli, G., Zingaro, D., Surian, L., & Piazza, M. (2023). Number sense at 12 months predicts 4-year-olds’ maths skills. Developmental Science, 26(6), e13386. https://doi.org/https://doi.org/10.1111/desc.13386
• Dehaene, S. (1997). Number sense how the mind creates mathematics. London: Macmillan.
• Dehaene, S. (2009). Origins of mathematical intuitions. Annals of the New York Academy of Sciences, 1156(1), 232-259. https://doi.org/10.1111/j.1749-6632.2009.04469.x
• Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2008). The relationship between the shape of the mental number line and familiarity with numbers in 5-to 9-year old children: Evidence for a segmented linear model. Journal of Experimental Child Psychology, 99(1), 1-17. https://doi.org/10.1016/j.jecp.2007.08.006
• Ebersbach, M., Luwel, K., & Verschaffel, L. (2015). The relationship between children’s familiarity with numbers and their performance in bounded and unbounded number line estimations. Mathematical Thinking and Learning, 17(2-3), 136-154.
• 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/https://doi.org/10.1016/j.jmathb.2016.07.003
• Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307-314. https://doi.org/10.1016/j.tics.2004.05.002
• Fidan, E. (2013). İlkokul öğrencileri için matematik dersi sayılar öğrenme alanında başarı testi geliştirilmesi [Developing an achievement test for primary school students in the field of learning numbers in mathematics course] [Yayınlanmamış Yüksek Lisans Tezi], [Unpublished Master's Thesis], Ankara University, Institute of Educational Sciences, Ankara.
• Fischer, U., Moeller, K., Bientzle, M., Cress, U., & Nuerk, H.-C. (2011). Sensori-motor spatial training of number magnitude representation. Psychonomic Bulletin & Review, 18(1), 177-183. https://doi.org/10.3758/s13423-010-0031-3
• Fischer, U., Moeller, K., Huber, S., Cress, U., & Nuerk, H.-C. (2015). Full-body movement in numerical trainings: A pilot study with an interactive whiteboard. International Journal of Serious Games, 2(4), 23-35. https://doi.org/10.17083/ijsg.v2i4.93
• Friso-Van Den Bos, I., Kroesbergen, E. H., & Van Luit, J. E. (2018). Counting and number line trainings in kindergarten: Effects on arithmetic performance and number sense. Frontiers in Psychology, 9, 975. https://doi.org/10.3389/fpsyg.2018.00975
• Gallagher-Mitchell, T., Simms, V., & Litchfield, D. (2018). Learning from where ‘eye’ remotely look or point: Impact on number line estimation error in adults. Quarterly Journal of Experimental Psychology, 71(7), 1526-1534. https://doi.org/10.1080/17470218.2017.1335335
• Halberda, J., Ly, R., Wilmer, J. B., Naiman, D. Q., & Germine, L. (2012). Number sense across the lifespan as revealed by a massive internet-based sample. Proc. Natl Acad. Sci. USA, 109. https://doi.org/10.1073/pnas.1200196109
• Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement [Research Support, N.I.H., Extramural]. Nature, 455(7213), 665-668. https://doi.org/10.1038/nature07246
• Hellstrand, H., Korhonen, J., Linnanmäki, K., & Aunio, P. (2020). The Number Race–computer-assisted intervention for mathematically low-performing first graders. European Journal of Special Needs Education, 35(1), 85-99. https://doi.org/10.1080/13488678.2019.1615792
• Käser, T., Baschera, G.-M., Kohn, J., Kucian, K., Richtmann, V., Grond, U., Gross, M., & von Aster, M. (2013). Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition. Frontiers in Psychology, 4, 489. https://doi.org/10.3389/fpsyg.2013.00489
• Kaufmann, L., Mazzocco, M. M., Dowker, A., von Aster, M., Goebel, S., Grabner, R., Henik, A., Jordan, N. C., Karmiloff-Smith, A. D., Kucian, K., Rubinsten, O., Szucs, D., Shalev, R., & Nuerk, H.-C. (2013). Dyscalculia from a developmental and differential perspective [Opinion]. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00516
• Kohn, J., Rauscher, L., Kucian, K., Käser, T., Wyschkon, A., Esser, G., & von Aster, M. (2020). Efficacy of a computer-based learning program in children with developmental dyscalculia. What influences individual responsiveness? Frontiers in Psychology, 11, 1115. https://doi.org/10.3389/fpsyg.2020.01115
• Kucian, K., & von Aster, M. (2015). Developmental dyscalculia. European Journal of Pediatrics, 174(1), 1–13. https://doi.org/10.1007/s00431-014-2455-7
• Kucian, K., Grond, U., Rotzer, S., Henzi, B., Schonmann, C., Plangger, F., Galli, M., Martin, E., & von Aster, M. (2011). Mental number line training in children with developmental dyscalculia [Research Support, Non-U.S. Gov't]. Neuroimage, 57(3), 782-795. https://doi.org/10.1016/j.neuroimage.2011.01.070
• Kullik, U. (2004). Computer-unterstützte rechen trainings programme. In G. W. Lauth, M. Grünke, & J. C. Brunstein (Eds.), Interventionen bei Lernstörungen (pp. 329-337). Hogrefe. https://doi.org/https://doi.org/10.1016/B978-0-12-801871-2.00009-5
• Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students [Research Support, Non-U.S. Gov't]. Cognition, 93(2), 99-125. https://doi.org/10.1016/j.cognition.2003.11.004
• Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78(6), 1723 – 1743.
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Yıl 2024, Sayı: 26, 41 – 56, 29.07.2024

Mehmet Hayri Sarı Sinan Olkun

https://doi.org/10.30786/jef.1371037

Öz

Proje Numarası

yok

Kaynakça

• Aragón-Mendizábal, E., Aguilar-Villagrán, M., Navarro-Guzmán, J. I., & Howell, R. (2017). Improving number sense in kindergarten children with low achievement in mathematics. Anales de Psicología/Annals of Psychology, 33(2), 311-318. https://doi.org/10.6018/analesps.33.2.239391
• Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3-18. https://doi.org/10.1111/j.1469-7610.2004.00374.x
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
• Cohen, L., & Dehaene, S. (2000). Calculating without reading: Unsuspected residual abilities in pure alexia. Cognitive Neuropsychology, 17, 563–583.
• Coolen, I. E. J. I., Riggs, K. J., Bugler, M., & Castronovo, J. (2022). The approximate number system and mathematics achievement: it's complicated. A thorough investigation of different ANS measures and executive functions in mathematics achievement in children. Journal of Cognitive Psychology, 34(6), 796-818. https://doi.org/10.1080/20445911.2022.2044338
• Decarli, G., Zingaro, D., Surian, L., & Piazza, M. (2023). Number sense at 12 months predicts 4-year-olds’ maths skills. Developmental Science, 26(6), e13386. https://doi.org/https://doi.org/10.1111/desc.13386
• Dehaene, S. (1997). Number sense how the mind creates mathematics. London: Macmillan.
• Dehaene, S. (2009). Origins of mathematical intuitions. Annals of the New York Academy of Sciences, 1156(1), 232-259. https://doi.org/10.1111/j.1749-6632.2009.04469.x
• Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2008). The relationship between the shape of the mental number line and familiarity with numbers in 5-to 9-year old children: Evidence for a segmented linear model. Journal of Experimental Child Psychology, 99(1), 1-17. https://doi.org/10.1016/j.jecp.2007.08.006
• Ebersbach, M., Luwel, K., & Verschaffel, L. (2015). The relationship between children’s familiarity with numbers and their performance in bounded and unbounded number line estimations. Mathematical Thinking and Learning, 17(2-3), 136-154.
• 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/https://doi.org/10.1016/j.jmathb.2016.07.003
• Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307-314. https://doi.org/10.1016/j.tics.2004.05.002
• Fidan, E. (2013). İlkokul öğrencileri için matematik dersi sayılar öğrenme alanında başarı testi geliştirilmesi [Developing an achievement test for primary school students in the field of learning numbers in mathematics course] [Yayınlanmamış Yüksek Lisans Tezi], [Unpublished Master's Thesis], Ankara University, Institute of Educational Sciences, Ankara.
• Fischer, U., Moeller, K., Bientzle, M., Cress, U., & Nuerk, H.-C. (2011). Sensori-motor spatial training of number magnitude representation. Psychonomic Bulletin & Review, 18(1), 177-183. https://doi.org/10.3758/s13423-010-0031-3
• Fischer, U., Moeller, K., Huber, S., Cress, U., & Nuerk, H.-C. (2015). Full-body movement in numerical trainings: A pilot study with an interactive whiteboard. International Journal of Serious Games, 2(4), 23-35. https://doi.org/10.17083/ijsg.v2i4.93
• Friso-Van Den Bos, I., Kroesbergen, E. H., & Van Luit, J. E. (2018). Counting and number line trainings in kindergarten: Effects on arithmetic performance and number sense. Frontiers in Psychology, 9, 975. https://doi.org/10.3389/fpsyg.2018.00975
• Gallagher-Mitchell, T., Simms, V., & Litchfield, D. (2018). Learning from where ‘eye’ remotely look or point: Impact on number line estimation error in adults. Quarterly Journal of Experimental Psychology, 71(7), 1526-1534. https://doi.org/10.1080/17470218.2017.1335335
• Halberda, J., Ly, R., Wilmer, J. B., Naiman, D. Q., & Germine, L. (2012). Number sense across the lifespan as revealed by a massive internet-based sample. Proc. Natl Acad. Sci. USA, 109. https://doi.org/10.1073/pnas.1200196109
• Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement [Research Support, N.I.H., Extramural]. Nature, 455(7213), 665-668. https://doi.org/10.1038/nature07246
• Hellstrand, H., Korhonen, J., Linnanmäki, K., & Aunio, P. (2020). The Number Race–computer-assisted intervention for mathematically low-performing first graders. European Journal of Special Needs Education, 35(1), 85-99. https://doi.org/10.1080/13488678.2019.1615792
• Käser, T., Baschera, G.-M., Kohn, J., Kucian, K., Richtmann, V., Grond, U., Gross, M., & von Aster, M. (2013). Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition. Frontiers in Psychology, 4, 489. https://doi.org/10.3389/fpsyg.2013.00489
• Kaufmann, L., Mazzocco, M. M., Dowker, A., von Aster, M., Goebel, S., Grabner, R., Henik, A., Jordan, N. C., Karmiloff-Smith, A. D., Kucian, K., Rubinsten, O., Szucs, D., Shalev, R., & Nuerk, H.-C. (2013). Dyscalculia from a developmental and differential perspective [Opinion]. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00516
• Kohn, J., Rauscher, L., Kucian, K., Käser, T., Wyschkon, A., Esser, G., & von Aster, M. (2020). Efficacy of a computer-based learning program in children with developmental dyscalculia. What influences individual responsiveness? Frontiers in Psychology, 11, 1115. https://doi.org/10.3389/fpsyg.2020.01115
• Kucian, K., & von Aster, M. (2015). Developmental dyscalculia. European Journal of Pediatrics, 174(1), 1–13. https://doi.org/10.1007/s00431-014-2455-7
• Kucian, K., Grond, U., Rotzer, S., Henzi, B., Schonmann, C., Plangger, F., Galli, M., Martin, E., & von Aster, M. (2011). Mental number line training in children with developmental dyscalculia [Research Support, Non-U.S. Gov't]. Neuroimage, 57(3), 782-795. https://doi.org/10.1016/j.neuroimage.2011.01.070
• Kullik, U. (2004). Computer-unterstützte rechen trainings programme. In G. W. Lauth, M. Grünke, & J. C. Brunstein (Eds.), Interventionen bei Lernstörungen (pp. 329-337). Hogrefe. https://doi.org/https://doi.org/10.1016/B978-0-12-801871-2.00009-5
• Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students [Research Support, Non-U.S. Gov't]. Cognition, 93(2), 99-125. https://doi.org/10.1016/j.cognition.2003.11.004
• Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78(6), 1723 – 1743.
• Laski, E. V., & 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
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• Libertus, M. E., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math ability. Developmental Science, 14(6), 1292-1300.
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• Mera, C., Delgado, C., Aragón, E., Menacho, I., Canto, M. D. C., & Navarro, J. I. (2022). Contributions of the psychology of mathematical cognition in early childhood education using apps. Frontiers in Psychology, 13, 913970. https://doi.org/10.3389/fpsyg.2022.913970
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Toplam 71 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

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