Game-Based Numeracy Exposure and Early Mathematical Sense-Making Among Grade 2 Learners
DOI:
https://doi.org/10.5281/rxk26234Keywords:
game-based numeracy, early mathematical sense-making, Grade 2 learners, numeracy exposure, foundational mathematics, elementary mathematics instructionAbstract
This study examined the association between game-based numeracy exposure and early mathematical sense-making among Grade 2 learners of Santa Isabel Sur Elementary School in the City of Ilagan, Isabela. Grounded in the view that young children learn mathematics more meaningfully through engaging and developmentally appropriate experiences, the study used a quantitative descriptive-correlational design. A researcher-made instrument with established reliability was employed to measure the extent of learners’ exposure to game-based numeracy activities and their level of early mathematical sense-making. Results showed that learners had a very high extent of game-based numeracy exposure and a very high level of early mathematical sense-making. The findings further revealed a strong positive and significant relationship between the two variables, indicating that learners who experienced numeracy more frequently through games also demonstrated better understanding of numbers, operations, patterns, and representations. Regression analysis confirmed that game-based numeracy exposure significantly predicted early mathematical sense-making, showing that playful and purposeful mathematics experiences contributed substantially to how learners interpreted and understood early mathematical ideas. The study concluded that integrating numeracy games into early grade instruction may strengthen foundational mathematics learning and support more meaningful mathematical thinking among young learners. These findings highlighted the value of enriching classroom instruction through child-friendly, interactive, and concept-focused numeracy activities.
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