Creating a Virtual World for Mathematics

Autor/inn/en	Kim, Young Rae; Park, Mi Sun
Titel	Creating a Virtual World for Mathematics
Quelle	In: Journal of Education and Training Studies, 6 (2018) 12, S.172-183 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Mathematics Instruction; Preservice Teachers; Video Games; Computer Games; Computer Simulation; Teaching Methods; Student Attitudes; Technology Integration; Pedagogical Content Knowledge; Algebra; Geometry; Geometric Concepts; Educational Games + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Video game; Videospiel; Videospiele; Computer game; Computerspiel; Computerspiele; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Pädagogische Kompetenz; Geometrie; Elementare Geometrie; Educational game; Lernspiel
Abstract	A virtual world was created using the popular sandbox game Minecraft to support the development of preservice teachers' knowledge for teaching mathematics. Preservice teachers explored the virtual world for a geometry activity involving area and volume problems. They then discussed how this integration of technology could support students' effective learning of mathematics in a meaningful way. The findings of the study demonstrated that to a certain extent the Minecraft activity supported the transfer of knowledge from preservice teachers' mathematics content knowledge to their mathematics pedagogical and instructional practice knowledge. Preservice teachers appreciated the usefulness and effectiveness of the Minecraft activity in enhancing the teaching and learning of mathematics by visualizing mathematical concepts in the virtual world. This integration of technology also gave them an opportunity for professional growth. Although this study focuses on preservice teachers' perspectives on the Minecraft activity, the technology integration using Minecraft will also be beneficial for students because it engages them in active and discovery learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01