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dc.contributor.authorGates, Russel L.
dc.date.accessioned2021-12-06T20:54:59Z
dc.date.available2021-12-06T20:54:59Z
dc.date.issued2015
dc.identifier.citationGates, R. L. (2015). Chess instruction in the mathematics classroom: Implications for critical-thinking and academic skills: A meta-synthesisen_US
dc.identifier.urihttp://hdl.handle.net/11122/12580
dc.description.abstractChess instruction during the school day or in a club format has been shown to increase achievement in mathematics, science, and reading comprehension. Students of all achievement levels experience positive growth in achievement within a relatively short period of time. Critical thinking skills, perseverance, and motivation to learn are also increased with the implementation of chess instruction. This meta-analysis of the literature on chess instruction and critical thinking skills investigates the increasing mathematics, science, and reading comprehension for students, particularly those who experience learning disabilities.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectLiterature Reviewen_US
dc.subjectChessen_US
dc.subjectMathematicsen_US
dc.subjectChess Instructionen_US
dc.subjectCritical Thinkingen_US
dc.subjectLearning Disabilitiesen_US
dc.titleChess Instruction in the Mathematics Classroom: Implications for Critical-Thinking and Academic Skills: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-12-06T20:55:00Z


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