Utilizing a Collaborative Cross Number Puzzle Game to Develop the Computing Ability of Addition and Subtraction

Autor/inn/en	Chen, Yen-Hua; Looi, Chee-Kit; Lin, Chiu-Pin; Shao, Yin-Juan; Chan, Tak-Wai
Titel	Utilizing a Collaborative Cross Number Puzzle Game to Develop the Computing Ability of Addition and Subtraction
Quelle	In: Educational Technology & Society, 15 (2012) 1, S.354-366 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Mathematics Skills; Computation; Cooperative Learning; Educational Technology; Grade 4; Elementary School Students; Computer Software; Educational Games; Interaction; Computer Assisted Instruction; Feedback (Response); Foreign Countries + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kooperatives Lernen; Unterrichtsmedien; School year 04; 4. Schuljahr; Schuljahr 04; Educational game; Lernspiel; Interaktion; Computer based training; Computerunterstützter Unterricht; Ausland
Abstract	While addition and subtraction is a key mathematical skill for young children, a typical activity for them in classrooms involves doing repetitive arithmetic calculation exercises. In this study, we explore a collaborative way for students to learn these skills in a technology-enabled way with wireless computers. Two classes, comprising a total of 52 students in Grade 4 (ages 10 or 11) participated in the study. They used the Group Scribbles software to run an adapted version of the "Cross Number Puzzle" that was designed with the "feedback" mechanism to assist students' problem solving. In one class, students played the game individually and in the other class, students played the game collaboratively. The low-ability students in the collaborative class were found to have made the most significant progress in arithmetic skills through playing this game. Three dominant interactive collaboration patterns, one contributing to productive interactions and two to less productive interactions, were also identified in the students' collaboration. (Contains 8 tables and 22 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10