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
Original Publication Date
8-2015
DOI of published version
10.4236/ce.2015.614149
Repository
UNI ScholarWorks, University of Northern Iowa, Rod Library
Copyright
© 2015 Kalyn Jon Cody, Audrey C. Rule, and Benjamin R. Forsyth. The copyright holder has granted permission for posting.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Date Digital
2015
Language
EN
File Format
application/pdf
Recommended Citation
Cody, Kalyn Jon; Rule, Audrey C.; and Forsyth, Benjamin R., "Mathematical Game Creation and Play Assists Students in Practicing Newly-Learned Challenging Concepts" (2015). Curriculum & Instruction Faculty Publications. 8.
https://scholarworks.uni.edu/ci_facpub/8
Comments
First published in Creative Education, v. 6 n. 14 (2015), pp. 1484-1495, 10.4236/ce.2015.614149, published by Scientific Research Publishing.