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dc.contributor.authorNjoroge, Antony Fredrick Gitau
dc.contributor.authorMurungi, Catherine Gakii
dc.date.accessioned2021-02-18T12:20:17Z
dc.date.available2021-02-18T12:20:17Z
dc.date.issued2018
dc.identifier.isbn13: 978-3-659-89795-5 ISBN-10:3659897957
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/21539
dc.description.abstractBasic early childhood mathematics is broader and deeper than mere practice of counting and adding. Past studies have proposed that children learn through social interaction and actively exploring concepts with their peers, and that mathematics games are valuable for stimulating and encouraging mathematics learning. However, little studies have been carried to ascertain this claim. The purpose of this book is to establish the use of games as a medium of teaching mathematical concepts. The specific objectives of the study were: to establish the mathematical games used in teaching mathematics in pre-schools; to determine the extent to which pre-school teachers use mathematics games and activities in teaching mathematics; to find out how teacher/pupil ratio influence the use of games in teaching mathematics; and to establish the extent to which learning facilities influence use of games in teaching of mathematical concepts in preschools.en_US
dc.language.isoenen_US
dc.publisherLAP LAMBERT Academic Publishingen_US
dc.subjectMathematical-conceptsen_US
dc.subjectgamesen_US
dc.subjectteachingen_US
dc.subjectAdditionen_US
dc.subjectSubtractionen_US
dc.subjectChildrenen_US
dc.titleGames as a Medium for Teaching Mathematical Conceptsen_US
dc.typeBooken_US


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