Literaturnachweis - Detailanzeige
| Autor/inn/en | Bouck, Emily C.; Long, Holly M. |
|---|---|
| Titel | Does Making Tens Add Up: Exploring Game Play to Support Math Fluency |
| Quelle | In: Preventing School Failure, 66 (2022) 3, S.256-266 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bouck, Emily C.) ORCID (Long, Holly M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| DOI | 10.1080/1045988X.2022.2059432 |
| Schlagwörter | Mathematics Instruction; Mathematics Skills; Educational Games; Video Games; Addition; Program Effectiveness; Students with Disabilities; At Risk Students; Elementary School Students |
| Abstract | Student fluency in mathematics is important, as fluency supports mathematics proficiency and achievement. While fluency can be supported with flashcards and worksheets, it can be supported by games. In this exploratory study, researchers examined the relationship between students' fluency on addition with regrouping problems and playing a virtual Make 10 s game, which supports the making tens strategy for addition. After seven sessions of playing the virtual Make 10 s games, researchers found Tau--U effects from the single case design study were high for at least three of the four students. Yet, researchers were unable to conclusively determine if a functional relation existed between student accuracy for digits and answers in solving the single--digit addition with regrouping problems within one minute and students playing the virtual Make 10 games. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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