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The Use of Games to Facilitate the Learning of Basic Number Concepts in Preschool Educable Mentally Retarded Children. Final Report.
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Ross, Dorothea – 1967
Group games were used to teach basic number concepts to educable mentally retarded children. The number concepts were integral but incidental to the intentional teaching of game skills. Subjects were 21 boys and 19 girls from eight classes, free of gross defects (means were IQ=66.22, age=7.9, mental age=5.11), and matched in pairs for…
Descriptors: Attention Control, Behavior Change, Children, Educational Games