The Developmental Influence of Collaborative Games in the Grade 6 Mathematics Classroom

Autor/inn/en	van Putten, Sonja; Blom, Nicolaas; van Coller, Angelique
Titel	The Developmental Influence of Collaborative Games in the Grade 6 Mathematics Classroom
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 6, S.1478-1501 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Putten, Sonja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1829139
Schlagwörter	Grade 6; Cooperative Learning; Mathematics Instruction; Game Based Learning; Emotional Experience; Textbooks; Teaching Methods; Intervention; Learning Processes; Student Attitudes; Cost Effectiveness; Worksheets; Pretests Posttests; Comparative Analysis; Multiplication; Division; Mathematics Achievement; Achievement Gains; Outcomes of Education; Constructivism (Learning); Elementary School Students; Foreign Countries; Educational Games; South Africa + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Kooperatives Lernen; Mathematics lessons; Mathematikunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Multiplikation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Ausland; Educational game; Lernspiel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigated the developmental influence of collaborative games, in the form of game-based worksheets, on the performance and attitudes of sixth-graders in the mathematics classroom. It is posited that games have the potential to enhance learning through positive emotional experiences. Non-digital game-based learning methodologies are accessible in terms of cost effectiveness, providing opportunities for social interactions while learning, and demanding few prerequisite skills. This study investigated the opportunities for learning that non-digital, textbook-based game worksheets could afford mathematics learners. In this case study, a quasi-experimental design was implemented and pre- and post-tests were conducted around an intervention. From a statistical analysis of the test data, using the Mann-Whitney U-test, it was concluded that the intervention on the topics of multiplication and division had a positive impact on the experimental group of this sample. The experimental group was observed while participating in the games and the observation schedule was member-checked. The Game Object Model provided the conceptual framework. The results indicated that learners benefited from the incorporation of the combination of collaboration and games and that their achievement improved. The findings also suggest that the collaborative games positively influenced learners' confidence, skills and understanding in mathematics. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01