Date of Award
4-17-2015
Document Type
Thesis
Abstract
Chess instruction during the school day or in a club format has been shown to increase achievement in mathematics, science, and reading comprehension. Students of all achievement levels experience positive growth in achievement within a relatively short period of time. Critical thinking skills, perseverance, and motivation to learn are also increased with the implementation of chess instruction. This meta-analysis of the literature on chess instruction and critical thinking skills investigates the increasing mathematics, science, and reading comprehension for students, particularly those who experience learning disabilities.
Recommended Citation
Gates, Russel L., "Chess Instruction in the Mathematics Classroom: Implications for Critical-Thinking and Academic Skills: A Meta-Synthesis" (2015). Special Education Masters Program Theses. 69.
https://ualaska.researchcommons.org/uas_specedma_theses/69
Handle
http://hdl.handle.net/11122/12580