The Benefits of Math Board Games Depend on the Skills Children Bring to the Table

• In Event: Division C Section 1C: Technology, Games, and Embodied Learning in Mathematics Education

Abstract

A growing body of research examines board games as a promising avenue for boosting young children’s math skills. Here, we explore individual differences in how play with a number-related board game relates to math achievement. Parents of 76 four-year-old children were randomly assigned to play a board game focusing on number or shape concepts as well as a no-treatment control condition. Although no main effects of training assignment were observed on later math achievement, children with more advanced understanding of cardinality at pre-test did benefit from the number board game. No interactions were observed with other domain-general child characteristics. These findings demonstrate that educational games must be appropriately tailored to children’s current skill level to improve math skills.

Authors

• Leanne Elliott, University of Pittsburgh

• Alex M. Silver, University of Pittsburgh

• Andrew Ribner, University of Pittsburgh

• Melissa Libertus, University of Pittsburgh