A number board game associates positions and moves on a board with numbers. A linear track can connect spoken counting, written numerals, spatial position and the number of moves needed to reach a destination. These are related cues to numerical magnitude, rather than merely decorative labels.
Geetha B. Ramani and Robert S. Siegler tested such a game with low-income preschool children. Their numbered track had ten consecutive positions; a corresponding comparison board used colors without the numbers. Children played across four sessions, with numerical assessments immediately afterwards and nine weeks later. The numbered-game group improved on the four measured numerical tasks, with retained gains at follow-up.[ref]
Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games by Geetha B. Ramani and others. 2008, abstract; Materials and Procedure, Board games; Discussion, retention
The comparison is useful because it controls aspects of game playing and adult interaction while changing the numerical activity. It tests a particular intervention and set of outcomes; it does not imply that every board layout teaches the same skills. The relation between positions on the track and a number line also gives a concrete hypothesis about why a linear arrangement might support number-line estimation.
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