Curriculum & Instruction Faculty Publications

Document Type

Article

Keywords

Instructional Games, Motivation, Student Choice, Mathematics

Journal/Book/Conference Title Title

Creative Education

Volume

6

Issue

14

First Page

1484

Last Page

1495

Abstract

Twenty-four high-performing fifth grade students (aged 10 - 11 years) participated in a year-long study in which conditions alternated for six instructional units between lecture-based mathematics instruction and practice through solving additional problems in small groups versus practice through designing and playing mathematics games related to the topic. Students scored similarly on all units at the time of the posttest. Creating games allowed students to examine concepts on their own, making sense of them at a deeper level, avoiding confusion. Game-making may also have made the mathematics more personal, relevant, and interesting. The authors suggest that mathematics teachers consider adding game-making to their strategies for practicing and applying mathematical concepts.

Department

Department of Curriculum and Instruction

Comments

First published in Creative Education, v. 6 n. 14 (2015), pp. 1484-1495, 10.4236/ce.2015.614149, published by Scientific Research Publishing.

Original Publication Date

8-2015

DOI of published version

10.4236/ce.2015.614149

Repository

UNI ScholarWorks, University of Northern Iowa, Rod Library

Date Digital

2015

Copyright

© 2015 Kalyn Jon Cody, Audrey C. Rule, and Benjamin R. Forsyth. The copyright holder has granted permission for posting.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Language

EN

File Format

application/pdf

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