Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding.

By Robert S. Siegler, Geetha B. Ramani. 2009

343 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/348a79c6c7544dd3a280cc2fcae4561b2424e874

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Citations in the corpus

Understanding the Program Effectiveness of Early Mathematics Interventions for Prekindergarten and Kindergarten Environments: A Meta-Analytic Review (2016, methodology): “For the studies that reported F-test results (Baroody, Eiland, & Thompson, 2009; Pagani, Jalbert, & Girard, 2006; Ramani & Siegler, 2008, 2011; Siegler & Ramani, 2009), the standardized mean difference (d) and 95% confidence intervals were calculated using Wilson’s (n.d.) practical meta-analysis…”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, background): “101 Ramani and Siegler (2008); Siegler and Ramani (2008,2009).”
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? ☆ (2016, background): “These authors also observed transfer effects to arithmetic after playing with the linear number board version (Ramani & Siegler, 2011; Siegler & Ramani, 2009).”
Putting Education in “Educational” Apps (2015, background): “When low-income children play linear board games in short interventions with an adult and other children, they gain significantly in their understanding of numbers (Ramani & Siegler, 2008, 2011; Siegler & Ramani, 2008, 2009).”
Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest (2017, background): “Recent research (Ramani & Siegler, 2011; Ramani, Siegler, & Hitti, 2012; Siegler & Ramani, 2008, 2009; Whyte & Bull, 2008) has demonstrated that number board game playing can help promote young children’s numeracy knowledge and skills.”
Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school (2020, background): “…studies has shown the beneficial effects of dialogic reading interventions (e.g., Shanahan & Lonigan, 2010) and math interventions (e.g., Siegler & Ramani, 2009), future experimental studies would help to determine whether the quality of verbal interactions regarding mathematics and…”