The effect of mathematical games on on-task behaviours in the primary classroom Bragg, Leicha A. 2012, The effect of mathematical games on on-task behaviours in the primary classroom, Mathematics education research journal, vol. 24, no. 4, pp. 385-401, doi: 10.1007/s13394-012-0045-4. Attached Files Name Description MIMEType Size Downloads Title The effect of mathematical games on on-task behaviours in the primary classroom Author(s) Bragg, Leicha A. orcid.org/0000-0003-0579-4244 Journal name Mathematics education research journal Volume number 24 Issue number 4 Start page 385 End page 401 Total pages 17 Publisher Springer Place of publication Dordrecht, Netherlands Publication date 2012-12 ISSN 1033-2170 2211-050X Keyword(s) games on-task behaviour engagement mathematics decimals pedagogical approaches calculators Summary A challenge for primary classroom teachers is to maintain students’ engagement with learning tasks while catering for their diverse needs, capabilities and interests. Multiple pedagogical approaches are employed to promote on-task behaviours in the mathematics classroom. There is a general assumption by educators that games ignite children’s on-task behaviours, but there is little systemically researched empirical data to support this claim. This paper compares students’ on-task behaviours during non-digital game-playing lessons compared with non-game-playing lessons. Six randomly selected grade 5 and 6 students (9–12 year olds) were observed during ten mathematics lessons. A total of 2,100 observations were recorded via an observational schedule and analysed by comparing the percentage of exhibited behaviours. The study found the children spent 93 % of the class-time exhibiting on-task engagement during the game-playing lessons compared with 72 % during the non-game-playing lessons. The game-playing lessons also promoted greater incidents of student talk related to the mathematical task (34 %) compared with the non-game playing lessons (11 %). These results support the argument that games serve to increase students’ time-on-task in mathematics lessons. Therefore, it is contended that use of games explicitly addressing the mathematical content being taught in a classroom is one way to increase engagement and, in turn, potential for learning. Language eng DOI 10.1007/s13394-012-0045-4 Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy Socio Economic Objective 930201 Pedagogy HERDC Research category C1 Refereed article in a scholarly journal Persistent URL http://hdl.handle.net/10536/DRO/DU:30049400 Document type: Journal Article Collections: School of Education Higher Education Research Group Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 13 Nov 2012, 06:31:13 EST Tue, 13 Nov 2012, 10:31:00 EST Tue, 13 Nov 2012, 13:09:45 EST Thu, 15 Nov 2012, 13:57:30 EST Thu, 15 Nov 2012, 14:00:38 EST Thu, 15 Nov 2012, 14:01:15 EST Fri, 13 Jun 2014, 16:06:59 EST Tue, 03 Feb 2015, 13:18:12 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 2 times in Scopus Search Google Scholar Access Statistics: 421 Abstract Views, 3 File Downloads  -  Detailed Statistics Created: Tue, 13 Nov 2012, 06:30:51 EST by Leicha Bragg

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