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Educational Intervention through a Board Game for the Teaching of Mathematics to Dyslexic Greek Students

Author

Listed:
  • Efstratios Malliakas

    (Department of Education, University of Cordoba, 14004 Córdoba, Spain)

  • Nοelia Jiménez-Fanjul

    (Mathematics Education, Department of Mathematics, University of Cordoba, 14004 Córdoba, Spain)

  • Verónica Marín-Díaz

    (Department of Education, University of Cordoba, 14004 Córdoba, Spain)

Abstract

The main purpose of this study was to investigate the effectiveness of an intervention strategy in teaching mathematics based on a board game, using the curriculum of mathematics in Greece, called Adapted Analytical Programs (A.A.P.). This research was conducted on secondary students in Greek General Schools over a period of five weeks. One hundred and twenty-four 12-to-13-year-old dyslexic students participated in the study. A pre-test and a post-test with exercises in the chapter of fractions were used to assess the improvement in students’ performance. The assessment showed that this intervention strategy improved dyslexic students’ performance. Τhe results of the research indicate that integrating a board game adapted to mathematics into the secondary school curriculum could have positive effects on dyslexic students.

Suggested Citation

  • Efstratios Malliakas & Nοelia Jiménez-Fanjul & Verónica Marín-Díaz, 2021. "Educational Intervention through a Board Game for the Teaching of Mathematics to Dyslexic Greek Students," Social Sciences, MDPI, vol. 10(10), pages 1-15, September.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:10:p:370-:d:647864
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