Chess Instruction in the Mathematics Classroom: Implications for Critical-Thinking and Academic Skills: A Meta-Synthesis
dc.contributor.author | Gates, Russel L. | |
dc.date.accessioned | 2021-12-06T20:54:59Z | |
dc.date.available | 2021-12-06T20:54:59Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | Gates, R. L. (2015). Chess instruction in the mathematics classroom: Implications for critical-thinking and academic skills: A meta-synthesis | en_US |
dc.identifier.uri | http://hdl.handle.net/11122/12580 | |
dc.description.abstract | Chess 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.iso | en_US | en_US |
dc.publisher | University of Alaska Southeast | en_US |
dc.subject | Meta-Synthesis | en_US |
dc.subject | Literature Review | en_US |
dc.subject | Chess | en_US |
dc.subject | Mathematics | en_US |
dc.subject | Chess Instruction | en_US |
dc.subject | Critical Thinking | en_US |
dc.subject | Learning Disabilities | en_US |
dc.title | Chess Instruction in the Mathematics Classroom: Implications for Critical-Thinking and Academic Skills: A Meta-Synthesis | en_US |
dc.type | Thesis | en_US |
refterms.dateFOA | 2021-12-06T20:55:00Z |
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Special Education Masters Program Theses
M.Ed. in Special Education