Impact of Math Snacks Games on Students' Conceptual Understanding

Autor/inn/en	Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.
Titel	Impact of Math Snacks Games on Students' Conceptual Understanding
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 35 (2016) 2, S.173-193 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Games; Mathematics; Mathematics Instruction; Intervention; Grade 5; Mathematical Concepts; Fractions; Arithmetic; Quasiexperimental Design; Mathematics Curriculum; Middle School Students; Professional Personnel; Mathematics Teachers; Problem Solving; Educational Games; Classroom Observation Techniques; Statistical Analysis; Comparative Analysis; New Mexico + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Mathematik; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Personalbestand; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Problemlösen; Educational game; Lernspiel; Statistische Analyse
Abstract	This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a randomized, controlled, quasi-experimental design, classrooms were randomly assigned to one of two conditions in a delayed treatment model. First Group A, and then Group B, received 5 weeks of "Math Snacks" intervention in addition to the regular district mathematics curriculum. Using a carefully refined test containing multiple choice and open-ended items, both groups were assessed three times: prior to any interventions, at the end of Phase 1 (when only Group A had received the intervention), and at the end of Phase 2 (when both groups had received the intervention). Students' mean gains over 5 weeks were significantly higher while receiving the "Math Snacks" intervention as compared to the group not receiving the intervention. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01