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Abstract
Many children appear to experience low motivation towards learning mathematics, which may negatively impact on their performance and engagement in further learning. More recently, educational games have been presented as a way of improving student motivation and performance in mathematics. The current study aimed to explore the impact that educational games had on the development of number concepts in kindergarten children aged between 5 and 6 years in Amman, Jordan. Employing purposive sampling techniques, fifty-five (N=55) kindergarten children (25 males and 30 females) in private kindergartens participated in the study. The sample was randomly distributed into two groups: twenty-nine (29) in the experimental group and twenty-six (26) in the control group. Researchers developed an innovative Mathematical Educational Games Program (MEGP) and an achievement test for children. Results indicated a significant difference between the control and experimental groups in favour of the experimental group with no significant difference being attributed to gender. In addition, the results showed no interaction between gender and the MEGP. This paper will therefore discuss the implications of these findings on the development of number concepts with kindergarten-aged children.
Highlights
Concepts are referred to as overall common attributes among general conceptual forms, mental images or symbols that a child forms for items they name
With regards to the Mathematical Educational Games Program (MEGP) for both groups, significant differences existed between the means that reached a level of statistical significance where the P-value was 8.26, a value not significant at the level of significance α≤0.05
This study explored the effect of educational games on the development of number concepts among kindergarten children
Summary
Concepts are referred to as overall common attributes among general conceptual forms, mental images or symbols that a child forms for items they name. The concept of the color red can be learnt by showing the child a tomato or strawberry and naming the colour. They further refer to knowledge gained by experiences or by questioning others. It is important that mathematics is not merely an unrelated routine operation or set of skills. Instead, it has its own organization and knowledge-based structure that depends on mathematical notations, algorithms, and skills which are used to solve mathematical questions through mathematical concepts (Abu-Zainah, 2003); all of which are abstract and difficult for the young mind to understand
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