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

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journal contribution
posted on 2007-06-01, 00:00 authored by Leicha Bragg
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.

History

Journal

Mathematics education research journal

Volume

19

Issue

1

Pagination

29 - 44

Publisher

MERGA

Location

Adelaide, S. A.

ISSN

1033-2170

eISSN

2211-050X

Language

eng

Notes

For access to the original source, please visit http://www.merga.net.au/

Publication classification

C1 Refereed article in a scholarly journal; C Journal article

Copyright notice

2007, MERGA

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