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Deal Me in: Playing Cards in the Home to Learn Math
Scalise, Nicole R. DePascale, Mary Tavassolie, Nadia McCown, Claire Ramani, Geetha B.
Scalise, Nicole R.
DePascale, Mary
Tavassolie, Nadia
McCown, Claire
Ramani, Geetha B.
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Journal article
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2022-03-09
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Psychology and Neuroscience
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http://dx.doi.org/10.3390/educsci12030190
Abstract
Recent meta-analyses have demonstrated a significant association between children’s early math achievement and their experiences with math at home, including their caregivers’ talk about math. However, few studies have investigated the relations between caregiver math talk and children’s learning with experimental designs. Eighty-six children (M = 5.0 years) and their caregivers were randomly assigned to play either a numeracy or a shape card game at home for six weeks. Data were collected on children’s number and shape knowledge and families’ math talk during gameplay. There was substantial participant attrition (42% did not return completed materials), however, both an intent-to-treat analysis of the sample that received study materials and a subgroup analysis of study completers showed that children who played the shape game significantly improved their shape naming and matching skills relative to children who played the number game. Children who played the number game did not significantly improve their numerical skills relative to children who played the shape game. Mathematical talk during gameplay varied between families but was correlated over time within families. Caregivers’ and children’s talk about matching cards by shape or color predicted children’s learning from the shape game. The results suggest that despite receiving uniform instructions and materials, there was significant variability in children’s home math experiences that predicted their learning from the card game.
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Scalise, N.R.; DePascale, M.; Tavassolie, N.; McCown, C.; Ramani, G.B. Deal Me in: Playing Cards in the Home to Learn Math. Educ. Sci. 2022, 12, 190. https://doi.org/10.3390/educsci12030190
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Education Sciences, Vol. 12, Iss. 3
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