FINDINGS
“CHESS, AN EDUCATIONAL TOOL”
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
“CHESS, AN EDUCATIONAL TOOL”
2012-2013 academic year
Carme Saurina
Josep Serra
Marta Amigó
Josep Callís
Margarida Falgàs
The questionnaire
Administered in January
and June 2013
The questionnaire Statistical work Resultats Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
278 students from 10
schools participating in
the experience
39 students from two
control schools
The main message
Observe
The questionnaire Statistical work Resultats Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Observe
Think
Move
MATHEMATICS
Content Items
Numerical and functional domain
Identification and numerical adquisition 2, 3, 7
Operational capacity 3
Numerical composition and decomposition 2, 3
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Development of logical thinking
Ability to identify, classify, sort, ... 2, 3, 7, 9, 10, 11, 12
Temporal ordering 2, 9
Problem solving
Resolute procedures 6, 7
Measure
Metric estimation 6
Geometry
Perception and spatial orientation 5, 6, 7, 8, 9
Identification of geometric figures 4, 5
Decomposition 4, 5
READING
Contents Items
Literal and relationalunderstanding
Recognition, discrimination and selection of information
9, 10, 11, 12
Information of graphic code in practical and
quotidian texts
8, 10, 11
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Visual understanding
Visual perception 4, 5, 6, 7
Image interpretation 2, 6, 7, 8, 9
Organizational and interpretiveunderstanding
Instruction interpretation 8, 10
Sequential and organizationalunderstanding
2, 9
Interpretative reading and organization of information
11, 12
• Frequency tables before and after theexperience
• Comparison of averages in matching data
• Cochran's nonparametric test for comparisonof proportions for paired data in the case of
The questionnaire Statistical Work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
of proportions for paired data in the case ofmore than two dichotomous variables (itemVI)
• Mc Nemar test for comparison of proportionsfor paired data in the case of dichotomousvariables or two response categories (item VIIIand XII)
REQUIRED SKILLS
The questionnaire Statistical Work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Circle the items that are used to play on this board
Item II
MATHEMATICS
Numerical and functional domain
Development of logical thinking
The questionnaire Statistical Work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Sort these images. Put a 1 in what you
believe is the first, 2 for second, 3 and 4
in the third and last.
READING
Visual understanding
Organizational and interpretative
understanding
Item III
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Circle the numbers in the list that can be the result of any operation or any
combination using 6 and 2
MATHEMATICS
Numerical and functional domain
Development of logical thinking
Item IV
MATHEMATICS
Geometry
READING
Visual understanding
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Mark all squares of four cells that you can find
How many squares have you found?
Item V
MATHEMATICS
Geometry
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Paint the pieces you need to construct this figure
Geometry
READING
Visual understanding
Item VIMATHEMATICS
Problem solving
Measure
Geometry
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
READING
Visual understandingDraw the shortest path that gets the squirrel to
the acorn
Item VIIMATHEMATICS
Numerical and functional domain
Development of logical and mathematical thinking
Problem solving
Geometry
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
READING
Visual understanding
Find and mark the 7 differences between these two pictures
Item VIIIREADING
Literal and relational understanding
Visual understanding
Organizational and interpretive understanding
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Maria is looking at this sign to know where to go. Help her
MATHEMATICS
Geometry
Item IX
READING
Literal and relational understanding
Visual understanding
Organizational and interpretive understanding
The questionnaire Statistic work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Look at the Picture and mark the way Peter does.
Peter arrives at the square, looks at the bus timetible, buys a
newspaper, drinks water from the fountainsource and sits on the
bench at the bus stop until the bus arrives
MATHEMATICS
Development of logical thinking
Geometry
Item X• MATHEMATICS
• Development of logical thinking
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
READING
Literal and relational understanding
Organizational and interpretive understanding
Read these signs and make a circle around those that show warnings
Item XIMATHEMATICS
Development of logical thinking
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
READING
Literal and relational understanding
Organizational and interpretive understanding Mark the things that you need
to go swimming
Item XIIMATHEMATICS
Development of logical thinking
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
READING
Literal and relational understanding
Organizational and interpretive understanding
In each list circle the word
that is different
CONCLUSIONS
• We observed a
statistically significant
improvement
• (p=0.000) in all
The questionnaire Statistic work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
• (p=0.000) in all
questions, except the
second paragraph of
item 8, for project
schools.
CONCLUSIONS
• For control schools no statisticallysignificant improvements were foundat 95% confidence level in hardly anyitem. Although comparable to theimprovement of the project schools,
The questionnaire Statistic work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
improvement of the project schools,in absolute value, low sample sizedoes not provide sufficient power todetect improvements in item 5.
Only in the case of item 6, a statistically
significant improvement is observed.
CONCLUSIONS
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
• There is a statistically significant worsening in
control schools in case of items 2 and 4.
CONCLUSIONS
• This study provides evidence of the improvement achieved bystudents who have used chess as an educational tool in both mathsand language, particularly in aspects of reading.
The questionnaire Statistical work Findings Conclusions
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
• In the field of mathematics there is a significant improvement thatfocuses on the development of logical thinking, the operationalcapacity, the metric estimation, the spatial orientation and problemsolving.
• At a linguistic level there is a significant improvement that focuseson improving the literal and relational understanding, the visualperception and the organizational and interpretative understanding.
• Few schools participating in the project
• Only two schools acting as a control
• Participating schools not chosen at random
PROBLEMS WE DETECTED
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
• Control schools not chosen randomly or according tothe characteristics of the schools participating in theexperience
• Between the first and second survey not enough timepassed (five months)
• We learn from mistakes
CHESS MOTTO
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
• We may make mistakes again but not
in the same way
• A qualitative survey done a teachers
who have taught chess to children.
MORE WORK 2013-2014
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
• A new administration of the survey to
students who began the experience in
2013-2014
• 25 schools, chosen at random from all project schools
• 25 control schools, with similar demographiccharacteristics and randomly selected by theDepartment of Education
CHARACTERISTICS AND NEXT WORK
LONDON CHESS AND EDUCATION CONFERENCE Chess and Mathematics
Department of Education
• New administration of the questionnaire after thecourse 2014-2015 to the same students
• Evaluation to the first cycle in primary schools (2 years)