Educational Game Tools in Early Childhood Mathematics Learning

DOI

10.2991/assehr.k.201230.110How to use a DOI?

Keywords

Educational game tools, Mathematics, Learning, Early childhood

Abstract

Learning mathematics for early childhood is one of the aspects of cognitive development that must be developed. Mathematics in early childhood can be taught by helping with learning media, in the form of educational games tools. This study aims to provide an overview of the use of educational game tools in early childhood mathematics learning. Educational game tools can be used in mathematics learning to make it easier for teachers to deliver learning material. However, in reality, teachers rarely use educational game tools in mathematics learning. The research method used is literature study. In this literature study research, researchers use various sources of literature from books, journals and research results. The results of the literature review show that learning mathematics needs to be introduced from an early age, because learning mathematics can stimulate children’s thinking abilities, so that children have readiness of the next stage of mathematics learning. The results of several studies indicate that the use of educational play tools can improve aspects of children’s cognitive development, including children’s abilities in learning mathematics. The use of educational play tools in learning mathematics makes learning mathematics fun and facilitates children’s understanding of mathematical concepts.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Syafdaningsih
AU  - Rukiyah
AU  - Febriyanti Utami
PY  - 2021
DA  - 2021/01/02
TI  - Educational Game Tools in Early Childhood Mathematics Learning
BT  - Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020)
PB  - Atlantis Press
SP  - 227
EP  - 232
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201230.110
DO  - 10.2991/assehr.k.201230.110
ID  - 2021
ER  -