Investigating the effectiveness of mathematics games on students' attitudes and learning environment (original) (raw)
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Students` impressions of the value of games for the learning of mathematics
Proceedings of the 30th Conference of the International Group For the Psychology of Mathematics Education, 2006
The use of mathematical games in primary classrooms is commonplace in Australia. This paper reports on key findings from a larger investigation exploring the impact of games on mathematical learning, student attitudes, and behaviours. 222 Grade 5 and 6 children were taught multiplication and division of decimal numbers using calculator games. This paper raises questions about the students' attitudes towards games as a vehicle for learning mathematics. One aspect reported in this paper is an apparent difference between students' attitudes to games usage when data were collected quantitatively compared with qualitatively.
Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils' motivation, learning, retention and forgetting. This paper provides a review of literature in this field and determines whether the use of mathematical computer games contributes to more efficient realisation of educational goals at all level of education. Furthermore, considering prior research we have attempted to establish whether the use of mathematical games for teaching has an impact on the formation of a positive attitude of pupils of different ages toward the subject of mathematics, their motivation and knowledge acquisition when compared to learning without computer games. Finally, we have analysed different research methods concerning this issue and assessed the impact of pedagogically designed mathematical computer games on the realisation of educational goals and quality improvement of teaching and learning.
The Development and Use of Mathematical Games in Schools
Both the teachers and students experience difficulties in the teaching and learning of Mathematics in Schools. Educational Game is one of the strategies that have been found to enhance the attitude and academic achievement of students in many subjects including Mathematics. But many Mathematics teachers lack the knowledge of the role of Mathematical Games, how to make and play Mathematical Games in classrooms. Hence, Mathematical Games are not played in many schools in most parts the world. Therefore, the focus of this paper is to discuss the format for the development of Mathematical Games and how to utilize Mathematical Games in Mathematics classrooms. The paper recommends that all Mathematics teachers should embrace the use of Mathematical Games in the classroom in order to improve the performance of students in the subject.
Maths Games: An effective pedagogical tool to
Traditional mathematics teaching in schools has fostered memorization of facts and procedures. Studies indicate that most of the students have problems learning mathematics due to lack of motivation, boredom, little encouragement for self-learning, lack of interest and proficiency in the subject, lack of continuity and focus. From the constructivist perspective, the effect of students’ active participation on maths achievement cannot be ignored. In an effort to engage children in mathematics learning, many teachers teaching primary grades use mathematical games and activities to overcome these barriers. Games have not only been employed for drill and practice but also for warm-up activities and rewards. The effectiveness of games as a pedagogical tool requires further examination if games are to be employed for the teaching of mathematical concepts. In order to bridge the achievement gaps between high and low achieving students, it is important to consider how to help students with low achievement improve their learning performance. Although there is much theoretical support for the benefits of digital games in learning and education, there is mixed empirical support. This research report provides an overview of the theoretical and empirical evidence behind the use.
Teaching mathematics in game learning environment
International Review of Contemporary Learning Research, 2012
The primary focus of this study was to investigate the impact of games activities in mathematics classes. The study incorporated a pre-post approach that involved surveys to assess students‘ perceptions of psychosocial features of the learning environment, academic efficacy and students‘ enjoyment of mathematics lessons. A sample of 90 students from three colleges in the United Arab Emirates participated in the study. After the initial collection of quantitative data, Jeopardy!-type games were introduced to 90 students over a six-week period. The findings suggest that, during exposure to games, students experienced an improvement in the three psychosocial features of the learning environment (teacher support, involvement and personal relevance) and also academic efficacy and enjoyment of mathematics lessons. The results of this study offer potential opportunities for mathematics educators to incorporate the use of mathematical games in the curriculum as a practical way to improve classroom environments and students‘ attitudes.
EFFECTIVENESS OF USING GAMES IN TERTIARY-LEVEL MATHEMATICS CLASSROOMS
2012
The primary focus of this study was to investigate the effectiveness of games when used in tertiary-level mathematics classes in the United Arab Emirates. Our study incorporated a mixed-method approach that involved surveys (to assess students’ perceptions of the learning environment and attitudes towards mathematics), interviews, observations of classes and narrative stories. A sample of 90 students from 3 tertiary-level institutions in Abu Dhabi participated in the study. In-depth qualitative data provided information about the introduction and use of games in mathematics. A narrative, based on classroom observations of students playing Jeopardy!-type mathematics games, provided insights into games in action in the classrooms. The data were analysed to examine students’ interactions during the games and to triangulate, clarify and explain students’ responses to the learning environment and attitude questionnaires. To examine pre–post differences in students perceptions of the learning environment and their attitudes, 2 questionnaires were administered to students before and after the introduction of games. Pre–post differences for 3 of the 6 learning environment scales (Teacher Support, Involvement, Personal Relevance) and both attitude scales (Enjoyment of Mathematics Lessons and Academic Efficacy scales) were statistically significant. Information obtained from interviews with students and teachers were used to explain the pre–post differences.
2011
Normal 0 21 false false false SH X-NONE X-NONE Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils’ motivation, learning, retention and forgetting. This paper provides a review of litera...
Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms
Learning Environments Research, 2013
We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students’ perceptions of the learning environment and their attitudes towards of mathematics. A pre–post design involved the administration of English and Arabic versions of two surveys (one to assess students’ perceptions of the learning environment and the other to assess their attitudes) after modification to ensure their relevance for college level mathematics students in the UAE. For a sample of 33 classes (352 students), eight of which (90 students) were exposed to mathematics games, students involved in mathematics games perceived statistically significantly more teacher support, involvement, personal relevance, enjoyment of mathematics lessons and academic efficacy.
The Effectiveness of Game-Based Strategies in Learning Mathematics
Psychology and Education: A Multidisciplinary Journal, 2024
This study sought to determine the effectiveness of utilizing game-based strategies in learning mathematics in the junior school specifically grade 10 students. In this study, embedded mixed methods research design was used to gather both quantitative and qualitative data from the participants in which the second served as supporting data to supplement the first. The results of the study revealed that game-based strategies provided a strong influence in maximizing learning mathematics and retention was also evident in the result of students' test performance allowing them to recall concepts learned and skillfully solve problems from the different activities they experienced with the use of the game-based strategies. Moreover, the participants shared meaningful experiences learning mathematics after the intervention. With the use of such strategies, they were able to recognize how lessons were discussed in a different manner with full of insights and realization that learning can be both engaging and rewarding. Moreover, the test performance result analyzed using mean showed an increasing average score indicating that the participants could still recall how to solve mathematical problems which took place after the intervention was utilized. Furthermore, results in the inferential statistics analyzed using Repeated Measures ANOVA also revealed that there were significant differences in the pretest, post-test, and retention test of the participants specifically majority on pretest and post-test, and pretest and retention test using post-hoc analysis. These results imply that with constant practice of utilizing teaching strategies like integrating games in class, it can improve learning outcomes, increase engagement, provide short-term retention, and promote pedagogical innovation. In education, these long-term knowledge and skills in mathematics will lead to higher test performance while aligning the 21st century skills essential in the success of teaching and learning.
Teaching Effectively with Use of Game-Based Interactive Mathematics
2015
To accomplish one of the Department of Education goals that envisions each Filipino learner to possess sufficient mastery of basic competencies in both literacy and numeracy, skills in problem solving, creative and critical thinking, this quasiexperimental research study was conducted to determine if the use of interactive game-based mathematics lessons improved the pupil’s mathematics performance in the classroom. It has been observed that pupils reaching higher grades in the elementary found difficulty in mathematics subjects because they have not mastered the fundamental operations well and replacing the traditional method of teaching fundamental math with interactive games is believed to create a difference and enhance learning. The main objective of this study was to determine if the use of nineteen interactive mathematics lessons improved the pupil’s mathematics performance and ascertain if significant relationship occurs between pupils’ responses on the features of the lesson...