Poster #10 - The Role of Math Games for Children’s Early Math Learning: A Systematic Review

• In Event: Poster Session 11

Abstract

Math learning in early childhood is critical for later success, as it is predictive of mathematical and academic achievement through adolescence (Watts et al., 2014). Therefore, developing engaging and effective methods for early math instruction are important. Math games are a common method for teaching math in a way that is motivating and engaging for young children. Math games simultaneously provide an opportunity for children to actively practice math and problem-solving skills (Fisher et al., 2012; Zosh et al., 2018) and a context for parents and teachers to support children’s learning by providing examples and feedback through play (Clements & Sarama, 2014; Sarama & Clements, 2012). Although math games are often used in early childhood classrooms, research on what games are effective and who can benefit from playing them often focuses on single elements or contexts of gameplay, and there is little research summarizing the effects of math games for children’s learning. To address this, we conducted a systematic review of the research to date on the role of math games in children’s math learning.

The current review examined three questions: (1) when and what games are effective for math learning, (2) who can learn from math games, and (3) what makes math games effective for learning during the early childhood period.

The literature search was conducted on the APA PsycInfo database, and articles reviewed included peer-reviewed articles examining math games for preschool through third grade (ages 3 to 9 years) children’s math learning and development. To be included studies also needed to include a traditional (non-digital) math game and at least one math outcome measure. The initial search identified 405 articles, and 28 articles were retained for the final review (see Figure 1 for a summary of the systematic review process).

Overall, findings indicated that children learn from playing math games with their parents (n = 8), peers (n = 3), and others (e.g., teachers, experimenters; n = 19), and that children’s skills and engagement as well as adult guidance and interaction relate to children’s learning. In addition, certain elements of games can be designed to facilitate more meaningful practice and interactions that lead to greater growth in children’s math skills, including game board designs, game materials and structure, and the training and instructions provided to adults and children playing the games.

Themes in the literature included the impact of dosage of gameplay, math outcomes studied, and mechanisms of learning through games. The review reveals that future research is needed to understand the effects of the context of gameplay, the effectiveness of games for mathematical content beyond numerical concepts, and mechanisms by which children learn from games.

Authors

• Mary DePascale, Boston College
  Presenting Author

• Geetha B. Ramani, University of Maryland - College Park