Literaturnachweis - Detailanzeige
| Autor/inn/en | Allen, Layman E.; und weitere |
|---|---|
| Titel | What Counts in How the Game is Played: Increasing Achievement in Learning Mathematics by Changing the Scoring in an Instructional Game. |
| Quelle | (1975), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Achievement Gains; Class Activities; Educational Games; Junior High Schools; Mathematics; Mathematics Instruction; Mathematics Materials; Scoring; Student Improvement |
| Abstract | In this study, two experiments indicate that modification of the method of scoring in the EQUATIONS game enhances achievement in learning specific mathematical ideas. The experimental scoring method (4+ scoring) which allows learners to obtain bonus points for constructing more complex solutions was introduced into year-long instructional gaming tournaments in two classrooms: a seventh-grade class in an inner-city school and an eighth-grade class in a suburban university-community school. The results in the experimental classes were compared with those in corresponding classes taught by the same teachers in which the conventional scoring method was used. The mean difference in pretest/posttest results was nearly three times as great in the experimental class as in the control class in the eighth-grade group, and nearly double in the seventh-grade group. The results seem to have implications for the potential for improving learning processes by channeling attention appropriately. (Author/VT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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