Abstract
AbstractEducational board games are a promising teaching method due to their low cost, playful, exploratory, and engaging nature. By drawing on analogical research, we created a game whose structure of spatial relationships mirrored the structure of rational numbers. We expected that children playing this game would improve their knowledge of fractions. We conducted a school intervention with an active control group and pretest‐posttest assessments to evaluate our board game. Playing this game promoted the learning of fractions, even after controlling for nonverbal cognitive abilities. This low‐cost educational game might help reduce the knowledge gap that separates less and more affluent children.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
