Playing Games to Promote Fluency: Making Products to Make Gains

Autor/inn/en	Bouck, Emily C.; Long, Holly
Titel	Playing Games to Promote Fluency: Making Products to Make Gains
Quelle	In: Exceptionality, 30 (2022) 2, S.126-139 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bouck, Emily C.) ORCID (Long, Holly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2021.2006061
Schlagwörter	Mathematics Instruction; Mathematics Skills; Game Based Learning; Elementary School Students; Multiplication; Accuracy; Time on Task; Educational Games; At Risk Students; Students with Disabilities; Intervention; Grade 3; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Multiplikation; Zeitaufwand; Educational game; Lernspiel; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Mathematical fluency supports maintenance of mathematical skills (Shurr et al., 2019). Multiple interventions support fluency, including the use of games. However, limited research exists exploring games as a means of increasing student fluency in mathematics. In this single case design study, researchers examined the relation between four elementary students' fluency with single-digit multiplication problems and playing the Product Game, which is a game focused on whole number multiplication facts. Researchers found a functional relation between the intervention of playing the game for 10 min and student accuracy with digits and answers on a 1 min multiplication fluency probe. Overall, students also maintained higher digit and answer rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01