Using Games to Develop Number Sense in Early Grade Maths Clubs

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Lynn H. Bowie (ORCID Lynn H. Bowie (ORCID 0000-0002-0054-373X); Mellony H. Graven (ORCID Mellony H. Graven (ORCID 0000-0002-8021-3959)
  • Language:
    English
  • Source:
    South African Journal of Childhood Education. 2024 14(1).
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: [email protected]; Web site: https://sajce.co.za/index.php/sajce
    • Peer Reviewed:
      Y
    • Source:
      11
    • Education Level:
      Elementary Education
      Early Childhood Education
      Grade 3
      Primary Education
    • Subject Terms:
      Foreign Countries; Elementary School Students; Low Income Students; Mathematics Achievement; Achievement Gap; Disadvantaged Schools; After School Programs; Mathematics Activities; Educational Games; Number Concepts; Grade 3; Early Intervention
    • Subject Terms:
      South Africa
    • ISSN:
      2223-7674
      2223-7682
    • Abstract:
      Background: South African learners face the double disadvantage of living in low socioeconomic conditions with access to few resources and attending schools with challenging learning conditions. Mathematics performance reflects such conditions with extreme performance gaps between wealthier and poorer learners. The need for early intervention is increasingly acknowledged. Aim: In this conceptual article, we draw out the features of mathematics games that can be used to develop learners' foundational number sense that will impact their learning trajectories. Setting: Based on our experience in working with learners from low socio-economic backgrounds in after-school mathematics clubs, we propose that these are opportune spaces for intervention. Methods: Drawing both on the research literature and our experience, we exemplify and discuss key features of mathematics games and argue why these are important to support the development of number sense. Results: We argue that to meaningfully develop young learners' number sense, activities need to be sufficiently engaging to retain their interest and be presented in a manner that club practitioners, who might not be teachers, are able to facilitate. Drawing on our experiences of designing and running mathematics clubs, we discuss why components like built-in checks, readily available resources, connection to calculation strategies and transferability to home settings are important design features. Conclusion: Particular design features are important to enable maths games to support learners' development of efficient and effective calculation strategies. Contribution: This article contributes a framework of key features for effective use of games to develop mental mathematics strategies for number sense.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1435402