You are here:

Study of UDL-Based Mathematics Games in Three Inclusive Fourth Grade Classrooms
PROCEEDINGS

, Roosevelt University, Chicago, United States ; , Elmwood Park Community Unit School District 401, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

A study was done assessing the effectiveness of 2 games designed using an authoring system with features that follow universal design for learning principles. These games were tested in 3 inclusive fourth grade classrooms. Students were administered a pretest and posttest of random multiplication facts from 0 to 12. They were given a Likert survey that was designed to measure their opinions about the effectiveness of the games as a tool to study multiplication facts. The Likert scale also was designed to measure the games' ability to keep students engaged. Results demonstrated a positive effect on multiplication achievement, however Likert results were mixed. Students scored above the midpoint when rating the games ability to keep them engaged but below the midpoint on their usefulness as a tool for practicing multiplication facts. Results may have been impacted by their opinion that the games could not be played without a teacher's intervention.

Citation

Anderson, C. & Anderson, K. (2013). Study of UDL-Based Mathematics Games in Three Inclusive Fourth Grade Classrooms. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2676-2683). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 3, 2020 from .

References

View References & Citations Map
  1. Anderson, K.M., & Anderson, C.L. (2005). Using standards-based instruction to reach all children. In K. Higgins,R. Boone, & D. Edyburn (Eds.), The handbook of special education technology research and practice. Whitefish Bay, WI: Knowledge by Design, Inc.
  2. CAST. (2010). What is universal design for learning? Retrieved from http://www.cast.org/research/udl/index.html
  3. Chang, S., Lin, C., Ching, E., Cheng, H., Chang, B., Chen, F., Wu, D., & Chan, T. (2010). EduBingo: Developing a content sample for the one-to-one classroom by the content-first design approach. Educational Technology& Society, 12(3), 343–353.
  4. Chang, S., Lin, C., Ching, E., Cheng, H., Chang, B., Chen, F., Wu, D., & Chan, T. (2010). Edubingo [computer software]. Kaohsiung, Taiwan: National Central University.
  5. Intellitools. (2003). Classroom Suite. [Computer software] (Version 3). Frederick, CO: Intellitools.
  6. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Retrieved from http://www.corestandards.org/Math.
  7. Ota, K., & DuPaul, G. (2002, January 1). Task engagement and mathematics performance in children with attention deficit hyperactivity disorder: Effects of supplemental computer instruction. School Psychology Quarterly, 17(3), 242.
  8. Schoppek, W., & Tulis, M. (2010). Enhancing arithmetic and word-problem solving skills efficiently by individualized computer-assisted practice. The Journal of Educational Research, 103(4), 239–252.
  9. Schoppek, W., & Tulis, M. (2010). Merlin’s Math Mill [computer software]. Bayreuth, Germany: University of Beyreuth.
  10. Sedig, K. (1998). Super Tangrams [computer software]. Vancouver, CA: University of British Columbia.
  11. 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.
  12. U.S. Department of Education. (1983). A nation at risk: The imperative for educational reform: A report to the Nation and the Secretary of Education. Retrieved from http://www2.ed.gov/pubs/NatAtRisk/letter.html

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read