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International Journal of Special Education, v23 n3 p138-148 2008

The aim of this study is to evaluate the benefit of chess in mathematics lessons for children with learning disabilities based on lower intelligence (IQ 70-85). School classes of four German schools for children with learning disabilities were randomly assigned to receive one hour of chess lesson instead of one hour of regular mathematics lessons per week for the duration of one school-year. Concentration and calculation abilities of children were measured before and after the year of study using standardised tests. The chess group was compared with the control group without chess lessons. Concentration abilities and calculation abilities for written tasks and gap tasks developed equally well in both groups. Calculation abilities for simple addition tasks and counting improved significantly more in the chess classes. We conclude that chess could be a valuable learning aid for children with learning disabilities. Transfer of chess lessons to improvement of basic mathematics skills has been observed. (Contains 2 figures and 4 tables.)

Descriptors: Control Groups, Mental Retardation, Mathematics Skills, Computation, Games, Mathematics Instruction, Attention, Foreign Countries, Teaching Methods, Comparative Analysis, Special Schools, Mathematical Concepts

International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com





Autor: Scholz, Markus; Niesch, Harald; Steffen, Olaf; Ernst, Baerbel; Loeffler, Markus; Witruk, Evelin; Schwarz, Hans

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5594&id=EJ833690







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