Mathematics Game Based Teaching and leaning

Mathematics Game Based Teaching and leaning

by Rodelio Garin

​ØThe most important human activities is learning (Lee, et. al., 2012). To be a good facilitator of learning, one must employ strategies so that students become active participants in the process (Shuell, 2013).

ØIn order to improve the academic performance of all students, teachers need to help students develop effective learning strategies.

​ØThe user of interactive games their experienced enriched their emotional, cultural, and other subjective factors that make design and/or evaluation difficult using the former method. In reality, teachers is either a catalyst or an obstacle for the change of teaching methods (Muñoz & Valenzuela, 2014).

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​ØIn view of this, the teacher must determine effective strategies that would suit to the interests, abilities and needs of the pupils.

​ØIt has been shown that educational games attract and gain students‟ attention, contributing to their increased motivation and engagement with Mathematics (Squire, 2005; Young-Loveridge, 2005; Ke, 2008).

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​ØThrough the use of educational games, children can build valuable skills such as strategic thinking, planning, communication, the application of numbers, negotiating skills, group decision-making and data-handling (Kirriemuir & McFarlane, 2004; Pratt et al., 2009).

​Effectiveness of Games

ØOn-line games and downloadable stand-alone applications are increasingly being used in education (Hersh M. & Leporini B., 2013).

ØEngaged students tend to outshine passive learners on an academic level time and time again (Shirvani, 2007).

ØResearch suggests, effective learning strategies can greatly improve student achievement (Protheroe & Clake, 2008).

​ØGames are inherently engaging when integrated into teaching-learning process it is effective and fun (Hromek, 2013).

​ØHromek, Robyn (2013), stated that playing games with children is an excellent way to engage them. Games provide highly motivating and meaningful opportunities for social interaction, connectedness and co-operation between play­ers.

ØEffective games have high probability to develop interest and curiosity. The center of intrinsic motivation is curiosity (Maldovan, Ignat, and Balas – timar (2011)).

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​Retention of learning

•Karpicke and Roediger (2007) studied the effects on repeated trials of studying and testing in different series. Their research found that a test trial has much more impact on long-term retention than does a study trial.

•Enhancing the thinking process of problem solving using repetitive games should also improve a student's ability to follow non-mathematical problem-solving processes, which should improve the overall ability to process information and make logical decisions. Learning and retention are measured to evaluate the success of the students’ performance (Chow et. al. 2010).​

​Findings

​ØDoria et. Al. (2020) found out that majority of the students’ performance were very highly improved in the math concepts and applications. The posttest scores were significantly higher than the pretest scores both in the math concepts and applications.

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ØQuizzing increased student understanding on unit exam from 79% to more than 90%; when those are translated into letter grades they go from a C+ to an A- on a typical grading scale (McDaniel et al, 2011).

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​Recommendation

​•Teachers should use game-based teaching and learning to improve learning environment, learned retention and students’ performance.