Improving Low Mathematics Achievers’ Number Sense via Number Line Training with Board Games

Abstract

The current study investigated the effect of a number line training via board games with specific contents, namely numerical and figural, on students’ number line estimation skill, arithmetic performance, and mathematics achievement. A total of 30 first graders (15 in experimental and 15 in control group) participated in the study. There were 2 SLD students, one in each, in the experimental and control groups. Number line training with a board game, Sahibingo® was implemented in the experimental group, while a non-numerical board game, Animalbingo, was used in the control group. Training lasted for 30 minutes a day, one day a week, and 4 weeks (2 hours in total). Results showed that students, including the SLD, in the experimental group improved their number line estimation skills in 0-10 and 0-20 number range, but not in the 0-100 range. Improvements did not reflect in arithmetic performance and mathematics achievement scores. Although there are some improvements in small range number line estimations possibly because of the familiarity there is no improvement in the larger range and in terms of mathematics achievement scores, possibly because of the shorter period of training. It can be concluded that low mathematics achievers’ number sense can be improved via board games with numerical content. Future research may investigate the effect of longer periods and may include other students with special needs.