3D列印桌遊融入幼兒數學教學對3歲幼兒計數能力的影響

Effects of Early Childhood Mathematics Teaching Incorporating Three-Dimensional Printed Board Games on the Counting Ability of 3-Year-Old Preschoolers

桌遊的相關研究中，探討桌遊融入幼兒數學教學，對數概念發展之影響的相關研究較少。幼兒計數能力的發展，是未來數學概念學習的基礎，思考如何運用桌遊的操作性與遊戲性，來提升幼兒的計數能力，具有相當程度的重要性。本研究主要目的在於，根據系統性的課程與設計模式、明確的教學策略，設計一套桌遊融入幼兒數學教學活動，透過3D列印製作桌遊，引起幼兒學習動機，並提供反覆操作機會，進一步探討桌遊融入幼兒數學教學對3歲幼兒固定數序、一一對應、基數概念的影響。本研究選取2班小班幼兒，接受「3歲幼兒計數能力測驗」的前測，並隨機分派其中一班為實驗組，另一班為控制組，再針對實驗組進行4週桌遊融入數學教學活動，教學活動結束後，接著進行「3歲幼兒計數能力測驗」的後測。針對蒐集到的前測資料進行獨立樣本t檢定，瞭解2班幼兒前測計數能力的差異情形，並實施單因子變異數分析，了解計數能力後測分數的差異情形。結果發現，3D列印桌遊融入幼兒數學教學，有助於提升3歲幼兒固定數序、一一對應、基數概念的發展。

Few studies have investigated the effects of three-dimensional (3D) printed board games in preschoolers' math instruction on counting ability. Preschoolers' counting ability is the basis of subsequent math learning. Operability and entertainment are critical to enhancing counting ability. This study used a systematic curriculum, design model, and teaching strategy to design a board game that incorporates a preschool math activity with 3D printing to elicit learning motivation; the effects of this game on the fixed numeral order, one-to-one correspondence, and cardinal number skills of 3-year-old preschoolers were investigated. A pretest of counting ability was implemented in two classes. One class was randomly assigned as the experimental group, and another class was the control group. Teaching activities were applied for 4 weeks in the experimental group. Then, a posttest was conducted. Data from the pretest were analyzed using a t test to understand differences between the two groups regarding counting ability, and one-way ANOVA was used to identify differences between the posttest results of the two groups. The findings indicated that incorporating the 3D printed board game into preschoolers' math instruction helped promote the fixed numeral order, one-to-one correspondence, and cardinal number skills of 3-year-old preschoolers.