Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games.

By Geetha B. Ramani, Robert S. Siegler. Child Development, 2008

717 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f1b79c0f6c57665b5525e2580d609d8cbc0105cb

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Citations in the corpus

The Logarithmic-To-Linear Shift: One Learning Sequence, Many Tasks, Many Time Scales (2009, background): “…a linear representation of numerical magnitudes for the numbers 1–10 improves preschoolers' number-line estimation, magnitude comparison, numeral identification, counting, and ability to learn the answers to novel arithmetic problems (Ramani & Siegler, 2008; Siegler & Ramani, 2008, in press).”
Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest (2017, methodology): “Playing number board games (e.g., Snakes and Ladders) is a common parent–child joint numeracy activity at home (Ramani & Siegler, 2008).”
Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills (2015, background): “For example, Siegler and colleagues have demonstrated effects for a board game intervention in which the intervention and skills are closely linked (e.g., Ramani & Siegler, 2008; Siegler & Ramani, 2009).”
Home numeracy experiences and children’s math performance in the early school years. (2009, background): “Similarly, Siegler and Ramani (in press; Ramani & Siegler, 2008 ) reported that children from low-income families who participated in 1 hr of playing a very simple number board game showed substantial gains in their knowledge of number and magnitude .”
Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities (2012, background): “Ramani and Siegler [14], for instance, found that 20% of middle-income”
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? ☆ (2016, background): “…another difference between both number trainings was the observation that number line estimation skills improved after number line training (see also Link et al., 2013; Ramani & Siegler, 2008, 2011), but that these number line estimation skills were not boosted by practising comparison.”
Assessing preschool number sense: skills demonstrated by children prior to school entry (2010, background): “…‘number competence’, ‘numerical proficiency’ or ‘mathematical proficiency’ rather than ‘number sense’ (Butterworth, 2005; Jordan, Kaplan, Ramineni, & Locuniak, 2009; Landerl, Bevan, & Butterworth, 2004; Ramani & Siegler, 2008), it is nonetheless considered a prerequisite for mathematical success.”
Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school (2018, background): “…are three dogs”; Gunderson & Levine, 2011; Mix, Sandhofer, Moore, & Russell, 2012), and specific activities, such as playing with linear board games (Ramani & Siegler, 2008) and engaging with playful word problems (Berkowitz et al., 2015), are particularly helpful for math learning and can be…”
Reducing the gap in numerical knowledge between low- and middle-income preschoolers (2011, background): “Consistent with the view that playing board games was useful for learning about numbers, Ramani and Siegler (2008) found that children from middle-income families hadmore experience playing board games at their homes and at other people's homes than age peers from low-income backgrounds.”
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “…found that the frequency with which young children engaged in playing board games, card games, cooking, and shopping predicted their math knowledge and fluency (see also Anders et al., 2012; Kleemans, Peeters, Segers, & Verhoeven, 2012; Ramani & Siegler, 2008; Saxe, Guberman, & Gearhart, 1987).”
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).”
Mental number line training in children with developmental dyscalculia (2011, background): “As predicted, playing the linear number board game increased numerical knowledge in these children significantly, and these children learned more from subsequent practice and feedback on addition tasks (Ramani and Siegler, 2008; Siegler and Ramani, 2009; Whyte and Bull, 2008).”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, methodology): “For example, using a randomized controlled trial with a lowincome preschool sample, Ramani and Siegler (2008) found that a short numeracy development program (four 15–20-min sessions over a 2-week period) involving number board games produced moderate effect sizes on number competence measures (e.”