INTEGRATING MATHEMATICAL ACTIVITIES THROUGH GAMES TO ESTABLISH A MATHEMATICAL FOUNDATION AND PROMOTE CRITICAL THINKING IN PRE-ELEMENTARY CHILDREN
DOI:
https://doi.org/10.18173/2354-1075.2026-0053Keywords:
Mathematical skills, preschool children, critical thinking, FRISCO, gamificationAbstract
Developing mathematical skills and basic critical thinking for young children is an important goal in preschool education, yet current studies often underestimate the connection between these two factors. This study proposes a web-based gamification method that combines mathematical skills training with the detection of critical thinking expressions through interactive online learning games. To evaluate the system's effectiveness, a two-week controlled experiment was conducted with 39 preschool children aged 4 to 5 years old. Participants were divided into an experimental group (n=16) using the digital platform and a control group (n=23) using traditional paper-based methods. The application, developed using HTML, CSS, JavaScript, and PHP, tracks student performance indicators and maps them against the FRISCO critical thinking framework. Independent t-test results indicated a statistically significant improvement in mathematical scores for the experimental group compared to the control group. Furthermore, the system’s automated assessment of critical thinking showed a strong correlation with expert evaluations in the "Focus" (r=0.970) and "Clear" (r=0.984) criteria. Ultimately, this research presents a practical technological architecture that supports teachers in continuously monitoring early mathematical progress and creating a highly engaging learning environment.
Downloads
References
Aksoy, N. (2014). Effects of digital game-based mathematics teaching on 6th grades students' achievement, motivation, attitude and self-efficacy. Gazi University.
Björklund, C., van den Heuvel-Panhuizen, M., & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM, 52(4), 607–619. https://doi.org/10.1007/s11858-020-01177-3
Brosseau-Liard, P. (2017). The roots of critical thinking: Selective learning strategies in childhood and their implications. Canadian Psychology/psychologie canadienne, 58, 263.
Carlsen, M., Erfjord, I., & Hundeland, P. (2018). Mathematics education in the early years. Results from the POEM4 Conference. Springer.
Cohrssen, C., & Niklas, F. (2019). Using mathematics games in preschool settings to support the development of children’s numeracy skills. International Journal of Early Years Education, 27(3), 322-339.
Ennis, R. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. University of Illinois, 2, 1-8.
Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report).
Fletcher, N., & Ginsburg, H. (2016). Teaching symmetry in the early childhood classroom: Using software to facilitate discourse and promote understanding of symmetric transformations. 13th International Congress on Mathematical Education.
Güneş, F. (2015). Game-based learning approach. Turkish Studies, 10, 773-786.
Heyman, G. (2008). Children’s Critical Thinking When Learning From Others. Current Directions in Psychological Science, 17(5), 344–347. https://doi.org/10.1111/j.1467-8721.2008.00603.x
Kuhn, D. (2016). A Role for Reasoning in a Dialogic Approach to Critical Thinking. Topoi, 37, 121–128. https://doi.org/10.1007/s11245-016-9373-4
Martins, E., & Silva, O. (2017). Mathematics for early childhood education: A model of mathematics teaching through EDI software. IOSR Journal of Research & Method in Education, 07(1), 64–78. https://doi.org/10.9790/7388-0701056478
Mejia, M., & Sargent, J. (2023). Leveraging technology to develop students’ critical thinking skills. Journal of Educational Technology Systems, 51(4), 393–418.
Mera, C., Ruiz, G., Román, B., Aragón, E., & Navarro, J. (2019). Apps para el aprendizaje de las matemáticas en educación infantil [Apps for learning mathematics in early childhood education]. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 3, 121-132.
O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom - A systematic literature review. Thinking Skills and Creativity, 46, 101110. https://doi.org/10.1016/j.tsc.2022.101110
Orr, J., Flannery, L., Presser, A., Vahey, P., & Latimore, S. (2015). Early Math with Gracie & Friends™ Demo: App-infused curriculum and teacher support for preschool. Proceedings of the 14th International Conference on Interaction Design and Children, 458-461. https://doi.org/10.1145/2771839.2771885.
Peter, E. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5. https://doi.org/10.5897/ajmcsr11.161
Polit, D., & Beck, C. (2006). The content validity index: Are you sure you know what's being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497. https://doi.org/10.1002/nur.20147
Reikerås, E. (2020). Relations between play skills and mathematical skills in toddlers. ZDM, 52(4), 703-716. https://doi.org/10.1007/s11858-020-01141-1
Sachdeva, S., & Eggen, P.-O. (2021). Learners’ Critical Thinking About Learning Mathematics. International Electronic Journal of Mathematics Education, 16(1306-3030), em0644. https://doi.org/10.29333/iejme/11003
Sinclair, N. (2018). Time, immersion and articulation: Digital technology for early childhood mathematics. In Contemporary research and perspectives on early childhood mathematics education. 205-221. Springer. https://doi.org/10.1007/978-3-319-73432-3_11
Snyder, L., & Snyder, M. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90.
Strasser, J., & Bresson, L. (2017). Big questions for young minds: Extending children's thinking. National Association for the Education of Young Children.
Sukstrienwong, A. (2018). Animo math: The role-playing game in mathematical learning for children. TEM Journal, 7(1), 147–154. https://doi.org/10.18421/TEM71-17.
Uğurel, I., & Moralı, S. (2008). Matematik ve oyun etkileşimi [Interaction between mathematics and games]. Journal of Gazi Educational Faculty [Gazi Eğitim Fakültesi Dergisi], 28(3), 75-98.
