From Play to Thoughtful Learning: A Design Strategy to Engage Children With Mathematical Representations
Kamran Sedig, The University of Western Ontario, Canada
JCMST Volume 27, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Many children do not like learning mathematics. They do not find mathematics fun, motivating, and engaging, and they think it is difficult to learn. Computer-based games have the potential and possibility of addressing this problem. This paper proposes a strategy for designing game-based learning environments that takes advantage of the attractiveness of play and games to engage children with mathematical representations in and enjoyable and thoughtful fashion. In this strategy, representations of mathematical concepts are used to mediate between children and playing the game. As the game progresses, the representations become a prominent part of the game. The strategy is demonstrated through an implemented game which takes children from almost no knowledge of transformation geometry to some non-trivial knowledge, involving composite reflections and complex rotations. A study evaluating the effectiveness of the game is presented. The results of the study suggest that, despite the explicitness and difficulty of the mathematical concepts involved, children found the learning process fun and engaging. Furthermore, children exhibited significant improvement in their knowledge of transformation geometry concepts. A number of conclusions with regard to children, design, and learning mathematics are drawn from this research.
Sedig, K. (2008). From Play to Thoughtful Learning: A Design Strategy to Engage Children With Mathematical Representations. Journal of Computers in Mathematics and Science Teaching, 27(1), 65-101. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Mindful learning: A mediator of mastery experience during digital creativity game-based learning among elementary school students
Yu-chu Yeh, Han-Lin Chang & Szu-Yu Chen, Institute of Teacher Education, Taiwan
Computers & Education Vol. 132, No. 1 (April 2019) pp. 63–75
Cindy Anderson, Roosevelt University, Chicago, United States; Kevin Anderson, Elmwood Park Community Unit School District 401, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2676–2683
Effects of Instructional Support in Game-based Learning: An Analysis of Educational Games from Design and Application Perspectives
Yu Liu, Fulton County Board of Education, United States; Jay Rojewski, University of Georgia, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 43–50
Paul Parsons & Kamran Sedig, University of Western Ontario, Canada
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 895–904
Sonja Rowhani & Kamran Sedig, University of Western Ontario, Canada
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 784–792
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.