CE  Vol.6 No.14 , August 2015
Mathematical Game Creation and Play Assists Students in Practicing Newly-Learned Challenging Concepts
ABSTRACT
Twenty-four high-performing fifth grade students (aged 10 - 11 years) participated in a year-long study in which conditions alternated for six instructional units between lecture-based mathematics instruction and practice through solving additional problems in small groups versus practice through designing and playing mathematics games related to the topic. Students scored similarly on all units at the time of the posttest. Creating games allowed students to examine concepts on their own, making sense of them at a deeper level, avoiding confusion. Game-making may also have made the mathematics more personal, relevant, and interesting. The authors suggest that mathematics teachers consider adding game-making to their strategies for practicing and applying mathematical concepts.

Cite this paper
Cody, K. , Rule, A. and Forsyth, B. (2015) Mathematical Game Creation and Play Assists Students in Practicing Newly-Learned Challenging Concepts. Creative Education, 6, 1484-1495. doi: 10.4236/ce.2015.614149.
References
[1]   Ailwood, J. (2003). Governing Early Childhood Education through Play. Contemporary Issues in Early Childhood, 4, 286-299.
http;//dx.doi.org/10.2304/ciec.2003.4.3.5

[2]   Au, W. (2007). High Stakes Testing and Curricular Control: A Qualitative Metasynthesis. Educational Researcher, 36, 258-267.
http;//dx.doi.org/10.3102/0013189X07306523

[3]   Bandura, A. (1989). Human Agency in Social Cognitive Theory. American Psychologist, 44, 1175-1184.
http;//dx.doi.org/10.1037/0003-066X.44.9.1175

[4]   Bergen, D. (2002). The Role of Pretend Play in Children’s Cognitive Development. Early Childhood Research & Practice, 4, Unpaginated.

[5]   Booker, G. (2000). The Maths Game: Using Instructional Games to Teach Mathematics. Wellington, NZ: New Zealand Council for Educational Research.

[6]   Bragg, L. (2007). Students’ Conflicting Attitudes towards Games as a Vehicle for Learning Mathematics: A Methodological Dilemma. Mathematics Education Research Journal, 19, 29-44.
http;//dx.doi.org/10.1007/BF03217448

[7]   Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65, 245-281.
http;//dx.doi.org/10.3102/00346543065003245

[8]   Creswell, J. W. (2002). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Upper Saddle River, NJ: Merrill Prentice Hall.

[9]   Deci, E. L., & Ryan, R. M. (2010). Self-Determination. New York, NY: John Wiley & Sons, Inc.
http;//dx.doi.org/10.1002/9780470479216.corpsy0834

[10]   Dye, J. F., Schatz, I. M., Rosenberg, B. A., & Coleman, S. T. (2000). Constant Comparison Method: A Kaleidoscope of Data. The Qualitative Report, 4.
http;//www.nova.edu/ssss/QR/QR4-1/dye.html

[11]   Fengfeng, K. (2008). A Case Study of Computer Gaming for Math: Engaged Learning from Gameplay? Computers & Education, 51, 1609-1620.

[12]   Furner, J. M., & Duffy, M. L. (2002). Equity for All Students in the New Millennium: Disabling Math Anxiety. Intervention in School and Clinic, 38, 67-74.
http;//dx.doi.org/10.1177/10534512020380020101

[13]   Gallegos, I., & Flores, A. (2010). Using Student-Made Games to Learn Mathematics. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 20, 405-417.
http;//dx.doi.org/10.1080/10511970802353644

[14]   Huntley, M. A., & Flores, A. (2010). A History of Mathematics Course to Develop Prospective Secondary Mathematics Teachers’ Knowledge for Teaching. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 20, 603-616.
http;//dx.doi.org/10.1080/10511970902800494

[15]   Hyvonen, P. (2011). Play in the School Context? The Perspectives of Finnish Teachers. Australian Journal of Teacher Education, 36, 65-83.
http;//dx.doi.org/10.14221/ajte.2011v36n8.5

[16]   Isenberg, J. P., & Quisenberry, N. (2002). A Position Paper of the Association for Childhood Education International. PLAY: Essential for All Children. Childhood Education, 79, 33-39.

[17]   Kamii, C., & Rummelsburg, J. (2008). Arithmetic for First Graders Lacking Number Concepts. Teaching Children Mathematics, 14, 389-394.

[18]   Lach, T. M., & Sakshaug, L. E. (2005). Let’s Do Math: Wanna Play? Mathematics Teaching in the Middle School, 11, 172-176.

[19]   Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than Just Fun and Games: Assessing the Value of Educational Video Games in the Classroom. Late Breaking Results Paper, 24-29.

[20]   Miller, E., & Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School. College Park, MD: Alliance for Childhood.

[21]   Miller, K. (2009). Real World Math: Views from the Researcher, Teacher, and Student. Senior Thesis, Ypsilanti, MI: Eastern Michigan University.

[22]   Miller, R. B., & Brickman, S. J. (2004). A Model of Future-Oriented Motivation and Self-Regulation. Educational Psychology Review, 16, 9-33.
http;//dx.doi.org/10.1023/B:EDPR.0000012343.96370.39

[23]   Moore, N. (2012). Alternative Strategies for Teaching Mathematics. Education and Human Development Master’s Thesis Paper 130. Brockport, NY: State University of New York.

[24]   Moyer, M. W. (2014). The Serious Need for Play. Scientific American Mind, 23, 78-85.

[25]   Nisbet, S., & Williams, A. (2009). Improving Students’ Attitudes to Chance with Games and Activities. Australian Mathematics Teacher, 65, 25-37.

[26]   Noss, R., & Hoyles, C. (2006). Exploring Mathematics through Construction and Collaboration. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 389-405). Cambridge, UK: Cambridge University Press.

[27]   Oblinger, D. G. (2004). The Next Generation of Educational Engagement. Journal of Interactive Media in Education, 8, 1-18.
http;//dx.doi.org/10.5334/2004-8-oblinger

[28]   Randel, J., Morris, B., Wetzel, C., & Whitehill, B. (1992). The Effectiveness of Games for Educational Purposes: A Review of Recent Research. Simulation and Gaming, 23, 261-276.
http;//dx.doi.org/10.1177/1046878192233001

[29]   Winne, P. H. (1995). Inherent Details in Self-Regulated Learning. Educational Psychologist, 30, 173-187.
http;//dx.doi.org/10.1207/s15326985ep3004_2

[30]   Zimmerman, B. J., & Schunk, D. H. (2004). Self-Regulating Intellectual Processes and Outcomes: A Social Cognitive Perspective. In D. Y. Dai, & R. J. Sternberg (Eds.), Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development (pp. 323-349). Mahwah, NJ: Erlbaum.

 
 
Top