Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence

Autor/in	Piñero Charlo, José Carlos
Titel	Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence
Quelle	In: Education Sciences, 10 (2020), Artikel 213 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Piñero Charlo, José Carlos)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Educational Games; Game Based Learning; Mathematics Education; Learning Processes; Problem Solving; Educational Environment; Elementary School Students; Student Motivation; Cooperative Learning; Foreign Countries; Learning Experience; Spain + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Mathematische Bildung; Learning process; Lernprozess; Problemlösen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulische Motivation; Kooperatives Lernen; Ausland; Lernerfahrung; Spanien
Abstract	The curricular perspective based on teaching processes which takes formal mathematical knowledge as a starting point has been severely criticized. This traditional perspective considers that the formal mathematical knowledge has to be taught prior to the application so, once taught, it can be used to solve problems. Along with this criticism, curricular alternative proposals that have focused attention on the learning process (rather than in the teaching one) have been developed. Recently, game-based learning has been developed as a problem-based learning methodology, able to achieve a deeper implication of the students. In line with this approach, the main scope of this paper is to provide evidence of the learning process in game-based learning environments. To do this, student teachers have designed an educational escape room that fits curricular learning outcomes. This manuscript reports on an educational escape room experience that was implemented in three different Primary Education Schools (total population of 117 students, while here we present a fragment of 5 participants). In order to evaluate the development of certain knowledge, a transcribed fragment is presented and analyzed. In the reported experience, evidence of learning processes and horizontal mathematization are reported in the frame of an educational escape room. This constitutes an evidence of learning processes in gamified environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01