Fraction ball: Playful and physically active fraction and decimal learning.
Bustamante, A. S., Begolli, K. N., Alvarez-Vargas, D., Bailey, D. H., & Richland, L. E. (2022). Fraction ball: Playful and physically active fraction and decimal learning. Journal of Educational Psychology, 114(6), 1307–1320. https://doi.org/10.1037/edu0000714
This study tested a novel approach to capitalizing on the benefits of play for informal math learning. Two experiments evaluated a platform called “Fraction Ball,” that provides an embodied, playful, and physically active learning experience by modifying the lines on a basketball court to support rational number learning. In the Pilot Experiment, 69 fifth–sixth graders were randomly assigned to play a set of four different Fraction Ball games or attend normal physical education (PE) class and completed rational number pretests and posttests. After strategic improvements to expand the intervention, the same protocol was implemented in the Efficacy Experiment with 160 fourth–sixth graders. Playing Fraction Ball for four PE class periods (Pilot Experiment) improved students’ ability to convert fractions to decimals. Playing a revised version of six different Fraction Ball games for six PE class periods (Efficacy Experiment) significantly improved children’s rational number understanding as reflected by higher scores in overall accuracy, with positive impacts on several subtests. Fraction Ball represents a low-cost, highly scalable intervention that promotes math learning in a fun and engaging approach. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Impact Statement
Educational Impact and Implications Statement: Fraction and decimal number learning are notoriously difficult for elementary aged students. Fraction Ball represents a new way to engage children in fraction and decimal number learning that is playful, engaging, embodied, physically active, and rooted in cognitive science research. This study not only provides evidence for the efficacy of Fraction Ball in promoting rational number learning through a rigorous experimental design, but also demonstrates the potential of the school yard as a context for play-based interventions that can promote learning across academic domains using an engaging and evidence-based approach. Further, this study serves as a model for how interventionists can engage educators as partners in intervention design and iterative implementation to improve learning outcomes for students. Fraction Ball is affordable, easy to disseminate, and has the potential to promote rational number learning on a global scale. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Copyright
Holder: American Psychological Association
Year: 2022
Purchase the article here: https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000714
