Promoting children’s mathematical and statistical understanding through parent-child math games

Abstract

Basic statistical literacy is essential for interpreting external sources and developing critical thinking skills necessary for engagement in real-world contexts. However, many children and adults struggle with understanding and interpreting data. Therefore, it is critical to develop engaging, effective methods for teaching early data analysis, as they could enhance children’s statistical understanding, math, and higher-order thinking skills. We examined the effectiveness of a home-based, experimental game intervention for children’s (ages 5–6, 50 % female, 67 % white, 12 % Asian, 8 % biracial) statistical understanding and math skills. Families (majority high household income and parent education) were randomly assigned to one of three conditions: graphing board game, graphing card game, or literacy board game. Children in the graphing conditions improved on statistical understanding and arithmetic, and children in the literacy condition did not. These results support the development of play-based materials to promote early mathematical and statistical skills, with implications for children’s mathematical development.