DEVELOPMENT GEONS JAM PROGRAM FOR INCREASING SPATIAL AND MATHEMATICAL ABILITIES AMONG EARLY CHILDHOOD

Main Article Content

สุมาลี สมนึก ปริญญา เรืองทิพย์ ปรัชญา แก้วแก่น

Abstract

The objectives of this research are to: 1) develop the Geons Jam program for increasing Spatial and Mathematical Abilities of early childhood 2) compare the average score of Spatial and Mathematical Abilities of the experimental group trained with the program developed during before and after the experiment 3) compare of the average score of Spatial and Mathematical Abilities of the experimental group trained with the developed program and the experimental group trained with the Number Race Game and the control group that did not practice from the program. The sample group consisted of 90 elementary school students aged between 6-8 years. There were 30 students in the experimental group trained with the Geons Jam program. The 30 people experimental group trained with the Number Race Game, and the control group of 30 people. The tools used in the experiment consisted of Geons Jam program, Number Race Game, relative Spatial Abilities test reliability (Cronbach’s alpha coefficient) is .83 and Mathematical Abilities test reliability (Cronbach’s alpha coefficient) is .80. Data were analyzed by using descriptive statistics, t-test with test method paired-sample t Test and F-test with One way MANNOVA test.


          The results of the research show that:


          The Geons Jam program is suitable for the use in increasing the Spatial and Mathematical Abilities. After the experiment in the experimental group practiced Geons Jam program, the mean scores of Spatial and Mathematical Abilities were higher than before the experiment with statistical significance at the level of .05. After the experiment, it appeared that experimental group practiced Geons Jam program, the mean scores of Spatial Abilities were higher than experimental group trained with the Number Race Game and control groups at a significant level of .05 and the average score of Mathematical Abilities in Mental Number Line was different at a significant level of .05.

Keywords

Article Details

How to Cite
สมนึกส., เรืองทิพย์ป., & แก้วแก่นป. (2019). DEVELOPMENT GEONS JAM PROGRAM FOR INCREASING SPATIAL AND MATHEMATICAL ABILITIES AMONG EARLY CHILDHOOD. Journal of MCU Nakhondhat, 6(8), 3917-3937. Retrieved from https://www.tci-thaijo.org/index.php/JMND/article/view/193307
Section
Research Articles

References

สถาบันส่งเสริมการสอนวิทยาศาสตร์และเทคโนโลยี. (2557). ผลประเมิน PISA 2012 คณิตศาสตร์ การอ่าน และวิทยาศาสตร์ นักเรียนรู้อะไร และทำอะไรได้บ้าง. กรุงเทพมหานคร: ห้างหุ้นส่วนจำกัดอรุณการพิมพ์.

สถาบันส่งเสริมการสอนวิทยาศาสตร์และเทคโนโลยี. (2559). สรุปผลการวิจัย PISA 2015. เรียกใช้เมื่อ 8 ธันวาคม 2559 จาก https://pisathailand.ipst.ac.th/pisa2015summaryreport/

Alloway, T. P., & Passolunghi, M. C. (2011). The relationship between working memory,IQ, and mathematical skills in children. Learning and Individual Differences, 21(1), 133-137.

Ashkenazi,S., et al. (2013). Visuo Spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition. Neuropsychologia, 51(11), 2305–2317.

Baddeley, A. (2002). IS Working Memory Still Working? European Psychologist, 7(8), 5-97.

Biederman, I. (1985). Human image understanding: Recent research and theory. Computer Vision, Graphics, and Image Processing, 31(3), 400-401.

Butterworth, B. (1999). The mathematical brain. London: Macmillan.

Carew, T. J., & Magsamen , S. H. (2010). Neuroscience and education: AN ideal partnership for producing evidence-based solutions Guide 21st century Learning. Neuro, 67(5), 685-688.

Cheng, Y. L. & Mix, K. S. (2014). Spatial Training Improves Children’s Mathematics Abilities. Journal of Cognition and Development, 15(1), 2-11.

Harvey, B. M. (2016). Quantity Cognition: Numbers, Numerosity, Zero and Mathematics. Current Biology, 26(10), R419-R421. doi:10.1016/j.cub.2016.03.059

Hawes, Z., Moss, J., Caswell, B. & Poliszczuk, D. (2015). Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study. Trends in Neuroscience and Education, 4(3), 60–68.

Krutetskii, V. A. (1976). The psychology of mathematical abilities in school children. Chicago: University of Chicago Press.

Nath, S., & Szücs, D. (2014). Construction play and cognitive skills associated with the development of mathematical abilities in 7-year-old children. Learning and Instruction, 32(1), 73-80.

Traff, U. (2013). The contribution of general cognitive abilities and number abilities to different aspects of mathematics in children. Journal of Experimental Child Psychology, 116(2), 139-156.

Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM)and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102(4), 860-871.

Wolfgang, C.H., Stannard, L.L., and Jones, I. (2003). Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Dev Care, 173(5), 467–475.

Most read articles by the same author(s)