How effective is the linear number board game on promoting math-learning among preschoolers from different socioeconomic status in Hong Kong?

Abstract

From telling time to making transactions, numerical understanding plays a fundamental role in our daily lives. Various studies also revealed that numerical competence in preschool years is a strong predictor of achievement in later elementary education and beyond. It was believed by some that children from low income families had diminished math-learning opportunities hence they performed substantially worse in mathematics than their counterparts from more affluent backgrounds. This study first explored the income gap of math-learning in the local setting. Then examined the effect of a peer-facilitated linear number board game on enhancing number sense development and learning motivation among young children in Hong Kong. Findings did not reflect significantly more advantage in the experimental group. However, there were trends of bigger improvements in the low income preschoolers with low ability, when compared with their richer peers. The importance of adult input during game process was also discussed.