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/).
Cite this article
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 -