
From Play to Thoughtful Learning: A Design Strategy to Engage Children With Mathematical Representations
Article
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
Abstract
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.
Citation
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). Retrieved July 5, 2022 from https://www.learntechlib.org/primary/p/23627/.
© 2008 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Alessi, S., & Trollip, S. R. (2001). Multimedia for learning (3rd ed.). Needham Heights, MA: Allyn & Bacon.
- Arcavi, A., & Hadas, N. (2000). Computer mediated learning: An example of an approach. International Journal of Computers for Mathematical Learning, 5(1), 25-45.
- Avedon, E. M., & Sutton-Smith, B. (1971). The study of games. New York: John Wiley & Sons.
- Barwise, J., & Etchemendy, J. (1998). Computers, visualization, and the nature of reasoning. In T. W. Bynum & J. H. Moor (Eds.), The digital phoenix: How computers are changing philosophy (pp. 93-116). London: Blackwell.
- Blackwell, A. F. (2002). Psychological perspectives on diagrams and their uses. In M. Anderson, B. Meyer, & P. Olivier, (Eds.), Diagrammatic representation and reasoning (pp. 109-123). London, UK: Springer-Verlag.
- Diezmann, C. M., & English, L. D. (2001). Promoting the use of diagrams as tools for thinking. In A. A. Cuoco & F. R. Curcio (Eds), The roles of representation in school mathematics: 2001 Yearbook (pp. 77-89). Reston, VA: National Council of Teachers of Mathematics.
- Healy, L., & Hoyles, C. (2001). Software tools for geometrical problem solving: Potentials and pitfalls. International Journal of Computers for Mathematical Learning, 6(3), 235-256.
- Hitt, F. (2002, October). Representations and mathematics visualization. Paper presented at the Twenty-Fourth North American Chapter of the International Group for the Psychology of Mathematics Education. Athens, GA.
- Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
- Ma, X., & Kishor, N. (1997). Attitude toward self, social factors, and achievement in mathematics: A meta-analytic review. Educational Psychology Review, 9(2), 89-120.
- Martinez, J. G. R., & Martinez, N. C. (1996). Math without fear. Needham Heights, MA: Allyn and Bacon.
- Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
- Mumtaz, S. (2001). Children’s enjoyment and perception of computer use in the home and the school. Computers & Education, 36(4), 347-362.
- National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
- National Research Council (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
- Piaget, J. (1951). Play, dreams, and imitation in childhood. New York: Norton and Company.
- Piaget, J. (1952). The origins of intelligence in children. New York: Basic Books. Rahim, M., & Sawada, D. (1989). Inventing tangrams through dissection-motion geometry. School Science & Mathematics, 89(2), 113-129.
- Read, R. C. (1965). Tangrams-330 puzzles. New York: Dover Publications.
- Rieber, L.P. (1996). Seriously play: Designing interactive learning environments based on the blending of microworlds, simulations and games. Educational Technology Research and Development, 44(2), 43-58.
- Rowhani, S., & Sedig, K. (2005). E-books plus: Role of interactive visuals in exploration of mathematical information and e-learning. Journal of Computers in Mathematics and Science Teaching, 24(3), 273-298.
- Sedig, K., Klawe, M., & Westrom, M. (2001). Role of interface manipulation style and scaffolding on cognition and concept learning in learnware. ACM Transactions on Computer-Human Interaction, 1(8), 34-59.
- Sedig, K., & Liang, H (2006). Interactivity of visual mathematical representations: Factors affecting learning and cognitive processes. Journal of Interactive Learning Research, 17(2), 179-212.
- Sedig, K., Rowhani, S., Morey, J., & Liang, H. (2003). Application of information visualization techniques to the design of a mathematical mindtool: A usability study. Journal of Information Visualization, 2(3), 142-160.
- Sedig, K., & Sumner, M. (2006). Characterizing interaction with visual mathematical representations. International Journal of Computers for Mathematical Learning, 11(1), 1-55.
- Skemp, R. R. (1986). The psychology of learning mathematics (2nd ed.). Middlesex, UK: Penguin Books.
- Tennyson, R. D. (1996). Concept learning. In T. Plomp & D. P. Ely (Eds.), International encyclopedia of educational technology (2nd ed., pp. 52-55). Oxford, UK: Elsevier.
- Tversky, B., & Lee, P. U. (1999). Pictorial and verbal tools for conveying routes. In C. Freksa, & D. M. Mark, (Eds.), Spatial information theory: Cognitive and computational foundations of geographic information science (pp. 5164). Berlin, Germany: Springer-Verlag.
- Yerushalmy, M. (2005). Functions of interactive visual representations in interactive mathematical textbooks. International Journal of Computers for Mathematical Learning, 10(3), 217-249.
- Yerushalmy, M., & Shternberg, B. (2001). Charting a visual course to the concept of function. In A. A. Cuoco and F. R. Curcio (Eds), The roles of representation in school mathematics: 2001 Yearbook (pp. 251-268). Reston, VA:
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View 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
-
Study of UDL-Based Mathematics Games in Three Inclusive Fourth Grade Classrooms
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
-
Utility of Interaction in Knowledge-Oriented Activities
Paul Parsons & Kamran Sedig, University of Western Ontario, Canada
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 895–904
-
Scaffolded Gameplay as a Strategy for Engaging Learners with Complexity
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 info@learntechlib.org.