Teaching Chess to Young Children

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Presents suggestions for teaching chess to young children as part of the problem-solving component of a kindergarten mathematics curriculum. Discusses the introduction of pairs of chess characters, playing challenge games with teachers to enhance skill development, and writing down the rules of the game. Notes that children's problem-solving and logical-thinking skills flourished while interest in the game remained high. (KB)

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... The positive value of chess is its ability to develop skills such as critical thinking, problem solving as well as independent thinking [3]. This was confirmed by [1] who argued that chess training gives children the opportunity to develop analytical thinking techniques, problemsolving capabilities, confidence, organisational habits, logical thinking and reasoning abilities, patience and persistence and decision-making skills. A study by [8] confirms that chess prodigies usually develop the ability conceptualise and memorise information far better than their counterparts. ...
... However, studies conducted by [1], [7], [11] on the impact of chess implementation failed to address how teachers and learners' use of chess in classroom mathematics helps to overcome the problem of the poor performance of mathematics by learners in the country in the past years. As there has not been any chess training amongst learners in the Thaba Nchu education district to check its suitability to support learners in the learning of mathematics, this study intended to establish the how the use of chess in daily learning by learners in the mathematics classroom could help develop proper understanding of mathematics concepts, which would help to reduce the poor performance of learners in mathematics in schools. ...
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The study aimed to establish chess influence on learner's performance in mathematics. It adopted a quantitative approach and followed a descriptive research design. 70 Grade 9 learners from seven secondary schools participated in the study. Cluster sampling technique was employed with 70 learners being surveyed using a questionnaire. A close-ended questionnaire was used to gather data. The study found that the largest group of learners in school that did not offer chess could not understand or explain En Passant. It also emerged that in schools that offered chess, all learners agreed that they could explain En Passant. Slightly less than 50% of the participants strongly disagreed that they can algebraically notate the game whereas 17.1% disagreed. In non-chess schools, only 4% (N=2) indicated that they can algebraically notate whereas all 20 learners (100%) in chess schools confirmed that they can notate the game. The study concludes that the learners in those schools that offered chess had ideas/could explain the chess terms and vice versa. The study recommends that since the influence of chess training may have positive impact, chess training can be introduced to schools to enhance the mathematics performance of learners.
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This study focused on the English language teaching methodologies used by a small number of the ELD teachers in Fullerton school district in the United States and EFL teachers in ABC school in Taiwan. The instruments, interview, observation and field notes, were used to gather the evidences of useful oral language teaching methodologies. Results indicate that most of the methodologies utilized in the ELD and EFL programs are consistent with each other. However, the ELD teachers were more capable to provide valuable resolution of the obstacles of teaching oral language as well as the instances of delivering oral language methodologies. The researcher made an action plan targeted to findings of the following questions. 1. What materials are used to deliver oral language instruction in both countries? 2 What methodologies are the most useful and well-liked by students? 3. How are students motivated to acquire English oral language skills in both countries?
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