Understanding of Number Concepts and Number Operations through Games in Early Mathematics Education
Affiliation(s)
Department of Teaching and Learning Innovation, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
Department of Teaching and Learning Innovation, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
ABSTRACT
Games Based Learning Module (GBLM) in this study has been designed and adapted by the researcher by referring to the National Pre-school Standard Curriculum (NPSC) and local context. The games were developed to test the effectiveness toward the mastery of number concepts and number operations comprehension. In this research, number concepts cover the skills of counting and comparing. Both these skills are basic mathematics that must be mastered by children before they could pursue advanced mathematics learning. Number operations include the skills of addition and subtraction. This research used quasi-experimental design with non-equivalent control group pretest/posttest research design. The experimental group consisted of 23 pre-school pupils while the control group comprised of 24 pre-school pupils. The experimental group used the GBLM module while the control group used the traditional methods. Research data was analyzed using SPANOVA (Split Plot ANOVA Test). The results show that there is significant main effect of pre-posttest and interaction effect of pre-post and group. The results also show that there is no significant main effect of group.
Games Based Learning Module (GBLM) in this study has been designed and adapted by the researcher by referring to the National Pre-school Standard Curriculum (NPSC) and local context. The games were developed to test the effectiveness toward the mastery of number concepts and number operations comprehension. In this research, number concepts cover the skills of counting and comparing. Both these skills are basic mathematics that must be mastered by children before they could pursue advanced mathematics learning. Number operations include the skills of addition and subtraction. This research used quasi-experimental design with non-equivalent control group pretest/posttest research design. The experimental group consisted of 23 pre-school pupils while the control group comprised of 24 pre-school pupils. The experimental group used the GBLM module while the control group used the traditional methods. Research data was analyzed using SPANOVA (Split Plot ANOVA Test). The results show that there is significant main effect of pre-posttest and interaction effect of pre-post and group. The results also show that there is no significant main effect of group.
Cite this paper
Chin, L. and Zakaria, E. (2015) Understanding of Number Concepts and Number Operations through Games in Early Mathematics Education. Creative Education, 6, 1306-1315. doi: 10.4236/ce.2015.612130.
Chin, L. and Zakaria, E. (2015) Understanding of Number Concepts and Number Operations through Games in Early Mathematics Education. Creative Education, 6, 1306-1315. doi: 10.4236/ce.2015.612130.
References
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http://dx.doi.org/10.1037/0022-0663.96.4.699 [3] Azizah, L. N. (2002). Pendidikan Awal Kanak-kanak: Teoridan Amali. Kuala Lumpur: PenerbitUniversiti Malaya. [4] Bjorklund, D. F., & Rosenblum, K. E. (2001). Children’s Use of Multiple and Variable Addition Strategies in a Game Context. Development Science, 4, 184-194.
http://dx.doi.org/10.1111/1467-7687.00164 [5] Bruce, T., & Meggitt, C. (2007). Child Care and Education. London: Hodder Headline Group. [6] Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS. [7] Clark, D., & Roche, A. (2010). The Power of Single Game to Address a Range of Important Ideas in Fraction Learning. Australian Primary Mathematics Classroom, 15, 18-24. [8] Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (Ed. Ke-2 ed.). New York: Lawrence Erlbaum Associates. [9] Gelman, R., & Gallistel, C. R. (1986). The Child’s Understanding of Number. Cambridge: Havard University Press. [10] Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes. Dev Psycho, 45, 850-867.
http://dx.doi.org/10.1037/a0014939 [11] Kementerian Pelajaran Malaysia (2003). Huraian Kurikulum Prasekolah Kebangsaan. Kuala Lumpur: Dewan Bahasa Dan Pustaka. [12] Kementerian Pelajaran Malaysia (2009). Kurikulum Standard Prasekolah Kebangsaan. Putrajaya: Bahagian Pembangunan Kurikulum. [13] Kementerian Pelajaran Malaysia (2011). Laporan kajian program LINUS: Faktor murid tidak menguasai kemahiran asas literasi dan numerasi. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. [14] Kementerian Pelajaran Malaysia (2012). Laporan Awal—Ringkasan Eksekutif Laporan Awal Pelan Pembangunan Pendidikan 2013-2025. [15] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2008). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2008. [16] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2009). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2009. [17] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2010). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2010. [18] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2011). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2011. [19] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2012). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2012. [20] Locuniak, M. N., & Jordan, N. C. (2008). Using Kindergarten Number Sense to Predict Calculation Fluency in Second Grade. Journal of Learning Disabilities, 41, 451-459.
http://dx.doi.org/10.1177/0022219408321126 [21] Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective Instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc. [22] National Association for the Education of Young Children (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington DC: National Association for the Education of Young Children. [23] Nor Hashimah, H., & Yahya, C. L. (2003). Panduan Pendidikan Prasekolah. Bentong: PTS Publications & Distributor Sdn. Bhd. [24] Ramani, G. B. (2005). Cooperative Play and Problem Solving in Preschool Children. Master’s Thesis, Pittsburgh, PA: University of Pittsburgh. [25] Ramani, G. B., & Siegler, R. S. (2008). Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge through Playing Number Board Games. Child Development, 79, 375-394.
http://dx.doi.org/10.1111/j.1467-8624.2007.01131.x [26] Ramani, G. B., & Siegler, R. S. (2011). Reducing the Gap in Numerical Knowledge between Low- and Middle-Income Preschoolers. Journal of Applied Developmental Psychology, 32, 146-159.
http://dx.doi.org/10.1016/j.appdev.2011.02.005 [27] Saayah, A. (2005). Pelaksanaan Aktiviti Belajar Melalui Bermain Di Tadika-Tadika Kawasan Melaka Tengah Melaka (pp. 83-120). Oleh: Saayah Binti Abu dari Jabatan Ilmu Pendidikan, Maktab Perguruan Islam. [28] Salma, I. (2010). Bermaindan Hubungan Rakan Sebaya Dalam Perkembangan Kanak-Kanak. In H. A. Hilma, & M. S. Zarina (Eds.), Penilaian Psikososial Kanak-kanak: Isu-isu Kebajikan Dan Perkembangan (pp. 185-199). Sintok: Universiti Utara Malaysia. [29] Sarama, J., Lange, A. A., Clements, D. H., & Wolfe, C. B. (2012). The Impacts of an Early Mathematics Curriculum on Oral Language and Literacy. Early Childhood Research Quarterly, 27, 489-502.
http://dx.doi.org/10.1016/j.ecresq.2011.12.002 [30] Sharifah, N. P., & Aliza, A. (2012). Persepsi guru terhadap penggunaan kurikulum berasaskan bermain bagi aspek pekembangan bahasa dan literasi murid prasekolah. Jurnal Pendidikan Bahasa Melayu, 2, 141-159. [31] Siegler, R. S., & Booth, J. L. (2004). Development of Numerical Estimation in Young Children. Child Development, 75, 428-444.
http://dx.doi.org/10.1111/j.1467-8624.2004.00684.x [32] Siegler, R. S., & Ramani, G. B. (2008). Playing Linear Numerical Board Games Promotes Low-Income Children’s Numerical Development. Development Science, 11, 655-661.
http://dx.doi.org/10.1111/j.1467-7687.2008.00714.x [33] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, MA: Harvard University Press. [34] Walker, M. (2011). PISA 2009 plus Results: Performance of 15-Year-Old in Reading, Mathematics and Science for 10 Additional Participants.
www.acerpress.com.au [35] Wang, Z., & Hung, L. M. (2010). Kindergarten Children’s Number Sense Development through Board Game Number Sense.
http://libir1.ied.edu.hk/pubdata/ir/link/pub/number%20sense-submission.pdf [36] Yong, J. P. (2008). Using Teacher-Made Games to Support Young Children’s Learning of Number Concepts: Combining Hands-On Manipulative and Computer Software. Master’s Thesis, Buffalo, NY: The State University of New York.
[1] Adam, Z., Kassim, F., & Salleh, M. J. (2009). Memperkasakan pendidikan luar bandar. Paper presented at the PersidanganKebangsaan Pendidikan Luar Bandar 2009, Kota Kinabalu. [2] Aunola, K., Leskinen, E., Lerkkanen, M.-K., &Nurmi, J.-E. (2004). Developmental Dynamics of Math Performance from Preschool to Grade 2. Journal of Educational Psychology, 96, 699-713.
http://dx.doi.org/10.1037/0022-0663.96.4.699 [3] Azizah, L. N. (2002). Pendidikan Awal Kanak-kanak: Teoridan Amali. Kuala Lumpur: PenerbitUniversiti Malaya. [4] Bjorklund, D. F., & Rosenblum, K. E. (2001). Children’s Use of Multiple and Variable Addition Strategies in a Game Context. Development Science, 4, 184-194.
http://dx.doi.org/10.1111/1467-7687.00164 [5] Bruce, T., & Meggitt, C. (2007). Child Care and Education. London: Hodder Headline Group. [6] Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS. [7] Clark, D., & Roche, A. (2010). The Power of Single Game to Address a Range of Important Ideas in Fraction Learning. Australian Primary Mathematics Classroom, 15, 18-24. [8] Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (Ed. Ke-2 ed.). New York: Lawrence Erlbaum Associates. [9] Gelman, R., & Gallistel, C. R. (1986). The Child’s Understanding of Number. Cambridge: Havard University Press. [10] Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes. Dev Psycho, 45, 850-867.
http://dx.doi.org/10.1037/a0014939 [11] Kementerian Pelajaran Malaysia (2003). Huraian Kurikulum Prasekolah Kebangsaan. Kuala Lumpur: Dewan Bahasa Dan Pustaka. [12] Kementerian Pelajaran Malaysia (2009). Kurikulum Standard Prasekolah Kebangsaan. Putrajaya: Bahagian Pembangunan Kurikulum. [13] Kementerian Pelajaran Malaysia (2011). Laporan kajian program LINUS: Faktor murid tidak menguasai kemahiran asas literasi dan numerasi. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. [14] Kementerian Pelajaran Malaysia (2012). Laporan Awal—Ringkasan Eksekutif Laporan Awal Pelan Pembangunan Pendidikan 2013-2025. [15] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2008). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2008. [16] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2009). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2009. [17] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2010). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2010. [18] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2011). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2011. [19] Lembaga Peperiksaan Kementerian Pelajaran Malaysia (2012). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2012. [20] Locuniak, M. N., & Jordan, N. C. (2008). Using Kindergarten Number Sense to Predict Calculation Fluency in Second Grade. Journal of Learning Disabilities, 41, 451-459.
http://dx.doi.org/10.1177/0022219408321126 [21] Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective Instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc. [22] National Association for the Education of Young Children (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington DC: National Association for the Education of Young Children. [23] Nor Hashimah, H., & Yahya, C. L. (2003). Panduan Pendidikan Prasekolah. Bentong: PTS Publications & Distributor Sdn. Bhd. [24] Ramani, G. B. (2005). Cooperative Play and Problem Solving in Preschool Children. Master’s Thesis, Pittsburgh, PA: University of Pittsburgh. [25] Ramani, G. B., & Siegler, R. S. (2008). Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge through Playing Number Board Games. Child Development, 79, 375-394.
http://dx.doi.org/10.1111/j.1467-8624.2007.01131.x [26] Ramani, G. B., & Siegler, R. S. (2011). Reducing the Gap in Numerical Knowledge between Low- and Middle-Income Preschoolers. Journal of Applied Developmental Psychology, 32, 146-159.
http://dx.doi.org/10.1016/j.appdev.2011.02.005 [27] Saayah, A. (2005). Pelaksanaan Aktiviti Belajar Melalui Bermain Di Tadika-Tadika Kawasan Melaka Tengah Melaka (pp. 83-120). Oleh: Saayah Binti Abu dari Jabatan Ilmu Pendidikan, Maktab Perguruan Islam. [28] Salma, I. (2010). Bermaindan Hubungan Rakan Sebaya Dalam Perkembangan Kanak-Kanak. In H. A. Hilma, & M. S. Zarina (Eds.), Penilaian Psikososial Kanak-kanak: Isu-isu Kebajikan Dan Perkembangan (pp. 185-199). Sintok: Universiti Utara Malaysia. [29] Sarama, J., Lange, A. A., Clements, D. H., & Wolfe, C. B. (2012). The Impacts of an Early Mathematics Curriculum on Oral Language and Literacy. Early Childhood Research Quarterly, 27, 489-502.
http://dx.doi.org/10.1016/j.ecresq.2011.12.002 [30] Sharifah, N. P., & Aliza, A. (2012). Persepsi guru terhadap penggunaan kurikulum berasaskan bermain bagi aspek pekembangan bahasa dan literasi murid prasekolah. Jurnal Pendidikan Bahasa Melayu, 2, 141-159. [31] Siegler, R. S., & Booth, J. L. (2004). Development of Numerical Estimation in Young Children. Child Development, 75, 428-444.
http://dx.doi.org/10.1111/j.1467-8624.2004.00684.x [32] Siegler, R. S., & Ramani, G. B. (2008). Playing Linear Numerical Board Games Promotes Low-Income Children’s Numerical Development. Development Science, 11, 655-661.
http://dx.doi.org/10.1111/j.1467-7687.2008.00714.x [33] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, MA: Harvard University Press. [34] Walker, M. (2011). PISA 2009 plus Results: Performance of 15-Year-Old in Reading, Mathematics and Science for 10 Additional Participants.
www.acerpress.com.au [35] Wang, Z., & Hung, L. M. (2010). Kindergarten Children’s Number Sense Development through Board Game Number Sense.
http://libir1.ied.edu.hk/pubdata/ir/link/pub/number%20sense-submission.pdf [36] Yong, J. P. (2008). Using Teacher-Made Games to Support Young Children’s Learning of Number Concepts: Combining Hands-On Manipulative and Computer Software. Master’s Thesis, Buffalo, NY: The State University of New York.