Testing the effectiveness of mathematical games as a pedagogical tool for children's learning

Bragg, Leicha A. 2012, Testing the effectiveness of mathematical games as a pedagogical tool for children's learning, International journal of science and mathematics education, vol. 10, no. 6, pp. 1445-1467, doi: 10.1007/s10763-012-9349-9.

Attached Files
Name Description MIMEType Size Downloads

Title Testing the effectiveness of mathematical games as a pedagogical tool for children's learning
Author(s) Bragg, Leicha A.ORCID iD for Bragg, Leicha A. orcid.org/0000-0003-0579-4244
Journal name International journal of science and mathematics education
Volume number 10
Issue number 6
Start page 1445
End page 1467
Total pages 23
Publisher Springer Netherlands
Place of publication Dordrecht, Netherlands
Publication date 2012-12
ISSN 1571-0068
Keyword(s) achievement tests
mathematical learning
pedagogical tools
Summary In an effort to engage children in mathematics learning, many primary teachers use mathematical games and activities. Games have been employed for drill and practice, warm-up activities and rewards. The effectiveness of games as a pedagogical tool requires further examination if games are to be employed for the teaching of mathematical concepts. This paper reports research that compared the effectiveness of non-digital games with non-game but engaging activities as pedagogical tools for promoting mathematical learning. In the classrooms that played games, the effects of adding teacher-led whole class discussion was explored. The research was conducted with 10–12-year-old children in eight classrooms in three Australian primary schools, using differing instructional approaches to teach multiplication and division of decimals. A quasi-experimental design with pre-test, post-test and delayed post-test was employed, and the effects of the interventions were measured by the children’s written test performance. Test results indicated lesser gains in learning in game playing situations versus non-game activities and that teacher-led discussions during and following the game playing did not improve children’s learning. The finding that these games did not help children demonstrate a mathematical understanding of concepts under test conditions suggests that educators should carefully consider the application and appropriateness of games before employing them as a vehicle for introducing mathematical concepts.
Language eng
DOI 10.1007/s10763-012-9349-9
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:30049841

Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 10 times in TR Web of Science
Scopus Citation Count Cited 14 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 1150 Abstract Views, 7 File Downloads  -  Detailed Statistics
Created: Tue, 11 Dec 2012, 10:25:10 EST by Leicha Bragg

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.