Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms

Autor/inn/en	Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.
Titel	Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms
Quelle	In: International Journal of Science and Mathematics Education, 10 (2012) 6, S.1369-1392 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-012-9340-5
Schlagwörter	Educational Environment; Program Effectiveness; Student Attitudes; Teaching Methods; Mathematics Instruction; Games; Mathematics Education; Foreign Countries; Mixed Methods Research; Surveys; Data; Questionnaires; Interviews; Classroom Observation Techniques; United Arab Emirates; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Game; Spiel; Spiele; Mathematische Bildung; Ausland; Survey; Umfrage; Befragung; Daten; Fragebogen; Interviewing; Interviewtechnik; Vereinigte Arabische Emirate
Abstract	The primary focus of this study was to investigate the effectiveness of games when used in tertiary-level mathematics classes in the United Arab Emirates. Our study incorporated a mixed-method approach that involved surveys (to assess students' perceptions of the learning environment and attitudes towards mathematics), interviews, observations of classes and narrative stories. A sample of 90 students from 3 tertiary-level institutions in Abu Dhabi participated in the study. In-depth qualitative data provided information about the introduction and use of games in mathematics. A narrative, based on classroom observations of students playing Jeopardy!-type mathematics games, provided insights into games in action in the classrooms. The data were analysed to examine students' interactions during the games and to triangulate, clarify and explain students' responses to the learning environment and attitude questionnaires. To examine pre-post differences in students perceptions of the learning environment and their attitudes, 2 questionnaires were administered to students before and after the introduction of games. Pre-post differences for 3 of the 6 learning environment scales (Teacher Support, Involvement, Personal Relevance) and both attitude scales (Enjoyment of Mathematics Lessons and Academic Efficacy scales) were statistically significant. Information obtained from interviews with students and teachers were used to explain the pre-post differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10