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Students' conflicting attitudes towards games as a vehicle for learning mathematics : a methodological dilemma

Bragg, Leicha 2007, Students' conflicting attitudes towards games as a vehicle for learning mathematics : a methodological dilemma, Mathematics education research journal, vol. 19, no. 1, pp. 29-44.

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Title Students' conflicting attitudes towards games as a vehicle for learning mathematics : a methodological dilemma
Author(s) Bragg, LeichaORCID iD for Bragg, Leicha orcid.org/0000-0003-0579-4244
Journal name Mathematics education research journal
Volume number 19
Issue number 1
Start page 29
End page 44
Publisher MERGA
Place of publication Adelaide, S. A.
Publication date 2007-06
ISSN 1033-2170
2211-050X
Summary Mathematics games are widely employed in school classrooms for such reasons as a reward for early finishers or to enhance students' attitude towards mathematics. During a four week period, a total of 222 Grade 5 and 6 (9 to 12 years old) children from Melbourne, Australia, were taught multiplication and division of decimal numbers using calculator games or rich mathematical activities. Likert scale surveys of the children's attitudes towards games as a vehicle for learning mathematics revealed unexpectedly high proportions of negative attitudes at the conclusion of the research. In contrast, student interview data revealed positive associations between games and mathematical learning. This article reports on the methodological dilemma of resultant conflicting attitudinal data related to game- playing. Concerns arising from the divergence in the results are raised in this article. Implications based on the experience of this study may inform educational researchers about future methodological choices involving attitudinal research.
Notes For access to the original source, please visit http://www.merga.net.au/
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2007, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007361

Document type: Journal Article
Collections: School of Education
Higher Education Research Group
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.