Fun Math Learning For Elementary School Students Through Interactive Puzzle Media (original) (raw)

The Use of Teacher-Made Digital Games in Teaching Mathematics 3

Psychology and Education: A Multidisciplinary Journal, 2024

The purpose of this study was to find out the effectiveness of teacher-made digital games in teaching Mathematics among Grade 3 Learners for the school year 2022-2023. This study used experimental single group post-test and pre-test design. The respondents of this study were the 35 Grade 3 learners in Maitum Elementary School. Total enumeration was applied to get the desired population of the respondents. Based on the results of the study, the following conclusions were formulated and established: First, majority of the learners obtained a low pre-test scores before the use of teacher-made digital games. Second, majority of the learners obtained a high post-test score after the use of teacher-made digital games. Lastly, there was a significant difference in the pre-test and post-test scores of the learners. Therefore, the use of teacher-made digital games was effective in teaching Mathematics 3. Moreover, incorporating digital games created by teachers into the teaching of Mathematics at the third-grade level can have positive educational implications. These implications could include increased learners’ engagement, improved understanding of mathematical concepts, enhanced problem-solving skills, and potentially more enjoyable learning experiences.

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...

Experiental Education of Mathematics: Art and Games for Digital Natives

As attitude-researches point out, students tend to sustain an aversion to mathematics, while remaining largely ignorant of how deeply embedded it is in the world around them. Most students however are able to recognize patterns and numerous research and empirical evidence indicates that they become easily motivated when mathematical connections are presented in ways which relate to their experiences by triggering their natural curiosities. PISA and TIMSS results and recommendations are that students should find education enjoyable, develop self-belief and stamina to address challenging problems and situations. Experience-centered education of mathematics through arts and playful activities might be an effective way to grasp the complex relationship between mathematics attitudes and joy of learning and support the students in their study achievements. In this article we show that creating visual illusions, paradox structures and 'impossible' figures through playful and artistic procedures, holds an exciting pedagogical opportunity for raising students' interest towards mathematics and natural sciences and technical aspects of visual arts. There are certain digital games as well, which employ visual illusions as a part of their game mechanic. Most of these games were not designed as an educational game, but they may be used for educational purposes, to clarify mathematical concepts behind and related to visual illusions (symmetry, perspective, isometric projection etc.).

The Implementation of Interactive Multimedia in Improving Mathematics Learning Outcomes

ETERNAL (English Teaching Journal), 2020

Mathematics is a difficult subject and even becomes a phobia, more due to teaching conventionally in where the teaching and learning process emphasizes more on teacher, working on problems, memorization and speed of arithmetic, so students lack understanding of what they are learning, which in this case does not have an understanding of the concepts taught. Students tends to be lazy and have low motivation to study mathematics both classically and to study independently at home. The growth of information and communication technology in society is reflected in policies to encourage the use of ICT in education and the development of educational multimedia. Multimedia includes using text, images, animation, video and audio to prepare courses for students in various levels of education. Attendance of multimedia technology can help students learn to be more interesting and help students understanding in learning. The purpose of the study was to know whether there was any significant dif...

Digital games and learning mathematics: Student, teacher and parent perspectives

International Journal of Serious Games, 2016

The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of...

Learning Mathematics “Asyik” with Youtube Educative Media

Journal of Physics: Conference Series, 2020

The research aims to find out how the use of YouTube Educative as education media by students, parents, and teachers in improving knowledge, skills, and creativity generally in education and especially in mathematics studies. Besides that research also recommend YouTube Educative to help students so that learning mathematics becomes fun. This study applied descriptive qualitative research.This study applied descriptive qualitative research. The subjects of this study were the principal (headmaster), students and mathematics teachers. The object of this research was YouTube. The results of the study found that principal (headmaster), teachers, and students had not taken the advantages of YouTube as educative media in mathematics learning activities. Youtube is mostly used for playing games, watching cartoons, funny videos, arts and cooking recipes. Recommendation related to the use of YouTube Educative help students more easily understand concepts and learn mathematics becomes more fun.

Junior secondary school teachers and students’ needs for the use of digital comics in learning mathematics

Journal of Physics: Conference Series, 2020

Digital comics are media presented in the form of visual images that can raise students’ motivation and interest in learning. In Indonesia, it is difficult to find comics relevant to mathematics learning and very few international journals discuss comics in mathematics learning. The purpose of this study was to develop digital comics as a medium for learning mathematics in junior high schools. This study is an early stage of developmental research using the ADDIE model, that is, analysis stage. In this stage, the needs of teachers and students towards the development of digital comics as a medium for learning mathematics were analyzed. Participants in this study involved three mathematics teachers, three vice-principals of curriculum and six students from three junior high schools in Banda Aceh with high, medium, and low national exam scores. Data were analyzed by using a descriptive qualitative method. The results showed that students were less interested in learning mathematics. M...

Mathematics Learning Media for Early Childhood: A Teachers’ View

2017

This paper aims to discuss about teachers’ view to mathematics learning media for early childhood. The existence of media is one important component in learning, not least in learning in early childhood. The study is based on data obtained from interviews and classroom observation to four early childhood teachers. Drawing on sociocultural approach, the result obtained that teachers view learning mathematics can be mediated with various tools and activities both structured and unstructured one. Through those activities, the teachers insert concepts, knowledge, and math skills. The finding has implications for the need to improve a capabilities call ‘productive mathematizing’. Keywords:mathematics, early childhood, media, learning

Facilitating Learning Mathematics Through the Use of Instructional Media

International Electronic Journal of Mathematics Education

The utilization of media to improve instructing and learning supplements conventional ways to deal with learning. Viable guidance fabricates between understudies' information and the learning destinations in mathematics. Through the using of media, it engages students, aids them in knowledge retention, as well as motivates them. This study assessed the extent of instructional media utilization and the academic performance of the Grade 3 pupils in mathematics in a public elementary school, Cebu City, Philippines. The quantitative research method is being used in the study were data gathered through a variety of measurements treated, including the approval letter, parent's consent, and the respondent's survey checklist. The study revealed that teachers do not fully utilize the library and the audiovisual room of the school. It was concluded that the academic performance of the pupils are not based on how the teacher utilized the instructional media. The researchers recommend that the proposed enhancement plan be used and monitored.