Opportunities and Challenges of Implementing Instructional Games in Mathematics Classrooms: Examining the Quality of Teacher-Student Interactions During the Cover-up and Un-cover Games

Opportunities and Challenges of Implementing Instructional Games in Mathematics Classrooms:... This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that interactions focused on game progress, rules, and turn taking with little exploration of strategies or the underlying mathematics. To compare the quality of teacher-student interactions during games with interaction quality during other instructional activities, we coded 5 videotaped lessons from each of the 14 classrooms. Statistical results from a dependent t test indicated that teacher-student interactions were of statistically significant lower quality during games than during non-game segments with similar instructional purpose. Teachers might benefit from additional curriculum support and training to implement games as rich mathematical learning opportunities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Science and Mathematics Education Springer Journals

Opportunities and Challenges of Implementing Instructional Games in Mathematics Classrooms: Examining the Quality of Teacher-Student Interactions During the Cover-up and Un-cover Games

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Publisher
Springer Journals
Copyright
Copyright © 2017 by Ministry of Science and Technology, Taiwan
Subject
Education; Mathematics Education; Science Education
ISSN
1571-0068
eISSN
1573-1774
D.O.I.
10.1007/s10763-016-9789-8
Publisher site
See Article on Publisher Site

Abstract

This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that interactions focused on game progress, rules, and turn taking with little exploration of strategies or the underlying mathematics. To compare the quality of teacher-student interactions during games with interaction quality during other instructional activities, we coded 5 videotaped lessons from each of the 14 classrooms. Statistical results from a dependent t test indicated that teacher-student interactions were of statistically significant lower quality during games than during non-game segments with similar instructional purpose. Teachers might benefit from additional curriculum support and training to implement games as rich mathematical learning opportunities.

Journal

International Journal of Science and Mathematics EducationSpringer Journals

Published: Feb 4, 2017

References

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