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Math for All: Math Games and Activities to Improve Learning and Attitudes Across Diverse Contexts
Thu, April 9, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Westin Bonaventure, Floor: Level 2, BeverlySession Type: Symposium
Abstract
This symposium presents five studies examining the use of math games, activities, and instructional strategies to boost students’ math-related cognitive and social-emotional outcomes across early and middle childhood. Conducted in varied contexts, including the U.S., Kosova, and rural Mexico, the studies use randomized, quasi-experimental, and qualitative methods to evaluate a range of approaches, from play-based interventions to professional development grounded in learning trajectories. Across the studies, teachers play central roles as co-designers, implementers, and reflective practitioners. Together, the studies provide insights on how varied approaches can improve students’ math skills and attitudes, highlight implementation challenges and adaptations in different settings, and inform the design of future math programs that are developmentally appropriate, culturally relevant, and scalable across diverse educational contexts.
Sub Unit
Chair
Papers
Improving Math Attitudes with a Play-Based Intervention: Evidence from Kosova - Siling Guo, University of California - Irvine; Vanessa Bermudez, Layola Marymount University; Eda Vula, University of Prishtina; Njomza Selimi, University of Ljubljana; Blerina Tafolli, University of Prishtina; Lindsey E. Richland, University of California - Irvine; Katherine T Rhodes, University of California - Irvine; Drew Bailey, University of California - Irvine; Andres Sebastian Bustamante, University of California - Irvine; Kreshnik Nasi Begolli, University of California - Irvine
Improving Math Outcomes Through a Play-Based Intervention Adapted for an Indigenous Community in Mexico - Andres Sebastian Bustamante, University of California - Irvine; Vanessa Noemy Bermudez, University of California - Irvine; Jesse Giovanni Sanchez, University of California - Irvine; TERESITA MERINO, University of California - Irvine; Hernan Encinas, University of California - Irvine; Kreshnik Nasi Begolli, University of California - Irvine; Drew Bailey, University of California - Irvine
Effects of Playful Learning Activities on First Graders’ Early Fraction Knowledge - Nancy C. Jordan, University of Delaware; Abigail Losey, University of Delaware; Alexandria Viegut, University of Wisconsin - Eau Claire; Christina Areizaga Barbieri, University of Delaware; Ilyse Resnick, University of Canberra; Nora Newcombe, Temple University
Unpacking Professional Development Impact: Dosage, Implementation, and Student Outcomes in Early Math - Caroline Brayer Ebby, University of Pennsylvania; Anahita Kumar, University of Pennsylvania; Karina Diaz, University of Pennsylvania
Learning to Play: Novice Teachers’ Experiences in Implementing a Play-Based Math Intervention - Pritha Sengupta:, University of California - Irvine; Leigh Allen, Wesleyan University; Ruby Seamon, Wesleyan University; Saige Rovero, Wesleyan University; Anna Shusterman, Wesleyan University