Patterns of Young Children’s Number Sense Development as Assessed by How Many Hidden Game

Connie Cassy Ompok, and Brian Doig, and Maria Tambagas, (2018) Patterns of Young Children’s Number Sense Development as Assessed by How Many Hidden Game. Journal of Cognitive Sciences and Human Development, 4 (2). pp. 12-17.

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Abstract

Using games as a context for assessing children’s mathematical abilities is not unusual, but this study investigated the potential of games designed specifically for the purpose of assessment. Children in prior-to-school settings in Sabah, Malaysian Borneo, were exposed to a range of such games, including the how many hidden game, which focuses on number sense, which is the subject of this paper. Children’s responses while playing the game were recorded, and we report the range of successful responses to the game, as well as the age of the children involved.

Item Type: Article
Uncontrolled Keywords: How many hidden, assessment, mathematical abilities, number sense, game
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: FACULTY > Faculty of Psychology and Education
Depositing User: MDM SITI AZIZAH IDRIS
Date Deposited: 13 Aug 2020 00:21
Last Modified: 13 Aug 2020 00:21
URI: http://eprints.ums.edu.my/id/eprint/25796

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