“CHESS, AN EDUCATIONAL TOOL” - London Chess...

FINDINGS

“CHESS, AN EDUCATIONAL TOOL”

LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics

“CHESS, AN EDUCATIONAL TOOL”

2012-2013 academic year

Carme Saurina

Josep Serra

Marta Amigó

Josep Callís

Margarida Falgàs

The questionnaire

Administered in January

and June 2013

The questionnaire Statistical work Resultats Conclusions


278 students from 10

schools participating in

the experience

39 students from two

control schools

The main message

Observe

The questionnaire Statistical work Resultats Conclusions


Observe

Think

Move

MATHEMATICS

Content Items

Numerical and functional domain

Identification and numerical adquisition 2, 3, 7

Operational capacity 3

Numerical composition and decomposition 2, 3

The questionnaire Statistical work Findings Conclusions


Development of logical thinking

Ability to identify, classify, sort, ... 2, 3, 7, 9, 10, 11, 12

Temporal ordering 2, 9

Problem solving

Resolute procedures 6, 7

Measure

Metric estimation 6

Geometry

Perception and spatial orientation 5, 6, 7, 8, 9

Identification of geometric figures 4, 5

Decomposition 4, 5

READING

Contents Items

Literal and relationalunderstanding

Recognition, discrimination and selection of information

9, 10, 11, 12

Information of graphic code in practical and

quotidian texts

8, 10, 11



Visual understanding

Visual perception 4, 5, 6, 7

Image interpretation 2, 6, 7, 8, 9

Organizational and interpretiveunderstanding

Instruction interpretation 8, 10

Sequential and organizationalunderstanding

2, 9

Interpretative reading and organization of information

11, 12

• Frequency tables before and after theexperience

• Comparison of averages in matching data

• Cochran's nonparametric test for comparisonof proportions for paired data in the case of

The questionnaire Statistical Work Findings Conclusions


of proportions for paired data in the case ofmore than two dichotomous variables (itemVI)

• Mc Nemar test for comparison of proportionsfor paired data in the case of dichotomousvariables or two response categories (item VIIIand XII)

REQUIRED SKILLS



Circle the items that are used to play on this board

Item II

MATHEMATICS





Sort these images. Put a 1 in what you

believe is the first, 2 for second, 3 and 4

in the third and last.

READING


Organizational and interpretative

understanding

Item III



Circle the numbers in the list that can be the result of any operation or any

combination using 6 and 2

MATHEMATICS



Item IV

MATHEMATICS

Geometry

READING




Mark all squares of four cells that you can find

How many squares have you found?

Item V

MATHEMATICS

Geometry



Paint the pieces you need to construct this figure

Geometry

READING


Item VIMATHEMATICS

Problem solving

Measure

Geometry



READING

Visual understandingDraw the shortest path that gets the squirrel to

the acorn

Item VIIMATHEMATICS


Development of logical and mathematical thinking

Problem solving

Geometry



READING


Find and mark the 7 differences between these two pictures

Item VIIIREADING

Literal and relational understanding


Organizational and interpretive understanding



Maria is looking at this sign to know where to go. Help her

MATHEMATICS

Geometry

Item IX

READING




The questionnaire Statistic work Findings Conclusions


Look at the Picture and mark the way Peter does.

Peter arrives at the square, looks at the bus timetible, buys a

newspaper, drinks water from the fountainsource and sits on the

bench at the bus stop until the bus arrives

MATHEMATICS


Geometry

Item X• MATHEMATICS

• Development of logical thinking



READING



Read these signs and make a circle around those that show warnings

Item XIMATHEMATICS




READING


Organizational and interpretive understanding Mark the things that you need

to go swimming

Item XIIMATHEMATICS




READING



In each list circle the word

that is different

CONCLUSIONS

• We observed a

statistically significant

improvement

• (p=0.000) in all



• (p=0.000) in all

questions, except the

second paragraph of

item 8, for project

schools.

CONCLUSIONS

• For control schools no statisticallysignificant improvements were foundat 95% confidence level in hardly anyitem. Although comparable to theimprovement of the project schools,



improvement of the project schools,in absolute value, low sample sizedoes not provide sufficient power todetect improvements in item 5.

Only in the case of item 6, a statistically

significant improvement is observed.

CONCLUSIONS



• There is a statistically significant worsening in

control schools in case of items 2 and 4.

CONCLUSIONS

• This study provides evidence of the improvement achieved bystudents who have used chess as an educational tool in both mathsand language, particularly in aspects of reading.



• In the field of mathematics there is a significant improvement thatfocuses on the development of logical thinking, the operationalcapacity, the metric estimation, the spatial orientation and problemsolving.

• At a linguistic level there is a significant improvement that focuseson improving the literal and relational understanding, the visualperception and the organizational and interpretative understanding.

• Few schools participating in the project

• Only two schools acting as a control

• Participating schools not chosen at random

PROBLEMS WE DETECTED


• Control schools not chosen randomly or according tothe characteristics of the schools participating in theexperience

• Between the first and second survey not enough timepassed (five months)

• We learn from mistakes

CHESS MOTTO


• We may make mistakes again but not

in the same way

• A qualitative survey done a teachers

who have taught chess to children.

MORE WORK 2013-2014


• A new administration of the survey to

students who began the experience in

2013-2014

• 25 schools, chosen at random from all project schools

• 25 control schools, with similar demographiccharacteristics and randomly selected by theDepartment of Education

CHARACTERISTICS AND NEXT WORK


Department of Education

• New administration of the questionnaire after thecourse 2014-2015 to the same students

• Evaluation to the first cycle in primary schools (2 years)


THANK YOU FOR YOUR ATTENTION

“CHESS, AN EDUCATIONAL TOOL” - London Chess...

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