<![CDATA[Background: Recognizing written numerals is a foundational symbolic-number skill, yet classroom activities that are enjoyable do not automatically strengthen the mapping between a numeral and its spoken name. UNO Stacko offers a concrete game format that can repeatedly expose learners to visible number symbols, while phonics-informed sound-symbol mapping provides a structured oral-labeling routine. Aims: This study compared UNO Stacko game-based learning combined with phonics-informed sound-symbol mapping with conventional instruction for elementary students' number recognition. Methods: A quantitative pretest-posttest control-group design involved 40 students, with 20 students in the experimental group and 20 in the control group. Number-recognition tests were administered before and after instruction. Because random allocation, participant demographics, intervention dosage, instrument psychometrics, and raw score-level statistics were not preserved in the supplied study record, the design and findings are reported conservatively and no missing values are reconstructed. Results: The source manuscript reports that students receiving the UNO Stacko-phonics condition improved in recognizing number symbols 1-10 and obtained a higher average posttest score than the control group. Exact means, standard deviations, inferential test statistics, confidence intervals, and effect sizes were not available in the supplied manuscript, so the magnitude and statistical certainty of the between-group difference cannot be re-estimated here. Conclusion: The reported direction of the outcome supports further investigation of UNO Stacko as a concrete game medium for repeated spoken-visual numeral mapping, but stronger causal claims require recovery and reanalysis of the original dataset. The study contributes a conceptually clearer distinction between conventional phonics and a phonics-informed sound-symbol routine adapted specifically for numeral recognition.]]>
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