From here to there! Elementary: a game-based approach to developing number sense and early algebraic understanding

Hulse, Taylyn; Daigle, Maria; Manzo, Daniel; Braith, Lindsay; Harrison, Avery; Ottmar, Erin

doi:10.1007/s11423-019-09653-8

Cited by 37 publications

(52 citation statements)

References 29 publications

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“…Active debate for pluralism in teaching student in teacher profession is effective for increasing understanding world view of pluralism when they was studying other subject likes ICT08 and others. It's according providing games that embed developmentally into school classrooms more feasible and impactful (Hulse et al, 2019) likes active debate method as technology in instructional learning for increasing understanding and model leaning.…”

Section: Discussionmentioning

confidence: 99%

Active Debate for Learning Pluralism for Student Candidate of Teachers’ Religion

Munardji¹,

Mu‘awanah²,

Rifauddin³

et al. 2020

JMER

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Use of active debates to improve understanding of pluralism for prospective religious teacher students through learning the subject of the education profession. The concept of pluralism has been developing for a long time in Indonesia, but its application is still far from expectations. Lack of understanding of pluralism causes inter-religious conflict creating new problems that are detrimental to the state. On the other hand, understanding of the essence and meaning of pluralism is still ambiguous among the people. This study aims to re-explain the meaning of pluralism with an active debate to prospective students of religious teachers because they are holders of security control in society when they become teachers. The results of the study show that through active debate the essence of pluralism can be possessed by prospective students so that they can be predicted to give an example of upholding pluralism which means tolerance between religious people and not always can explain which religion is correct. The concept of pluralism in Indonesia can be implemented by recognizing the existence of other religions, giving the right to coexist with one another, avoiding violence by not destroying places of worship of other religious people, not forcing the will of followers of other religions, recognizing the many ways humans and orders to compete in virtue.

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Section: Discussionmentioning

confidence: 99%

Active Debate for Learning Pluralism for Student Candidate of Teachers’ Religion

Munardji¹,

Mu‘awanah²,

Rifauddin³

et al. 2020

JMER

View full text Add to dashboard Cite

show abstract

“…After a brief training, students were able to solve difficult equations using dynamic support available in GM more efficiently than on paper (Weitnauer et al, 2016). Students' increased outcomes were partially attributable to the speed and fluency with which they moved through the content itself (Ottmar et al (2015b); Hulse et al, 2019). These results suggest that GM's dynamics may play a valuable role, comparable in ways to calculators, not as a replacement for paper-and-pencil solving but as a supportive scaffold that allows students to cope with more challenging situations by carrying less cognitive load (Sweller, 1994).…”

Section: Dynamic Algebra Tools Like Gm Can Vastly Increase Efficiencymentioning

confidence: 99%

“…Graspable Math logs all user interactions and behaviors, when students are solving problems, providing rich information about student problem-solving process, mathematical strategy, behaviors, and errors. These in-app measures, such as resetting and exploration, have been found to predict learning gains (Hulse et al, 2019). Further, recent work has demonstrated that pause time before solving predicts the efficiency and flexibility of the mathematical strategy that students use (Chan et al, 2019).…”

Section: Dynamic Technologies Like Gm Can Provide Insight Into Studenmentioning

confidence: 99%

The Future of Embodied Design for Mathematics Teaching and Learning

et al. 2020

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A rising epistemological paradigm in the cognitive sciences-embodied cognition-has been stimulating innovative approaches, among educational researchers, to the design and analysis of STEM teaching and learning. The paradigm promotes theorizations of cognitive activity as grounded, or even constituted, in goal-oriented multimodal sensorimotor phenomenology. Conceptual learning, per these theories, could emanate from, or be triggered by, experiences of enacting or witnessing particular movement forms, even before these movements are explicitly signified as illustrating target content. Putting these theories to practice, new types of learning environments are being explored that utilize interactive technologies to initially foster student enactment of conceptually oriented movement forms and only then formalize these gestures and actions in disciplinary formats and language. In turn, new research instruments, such as multimodal learning analytics, now enable researchers to aggregate, integrate, model, and represent students' physical movements, eye-gaze paths, and verbal-gestural utterance so as to track and evaluate emerging conceptual capacity. We-a cohort of cognitive scientists and design-based researchers of embodied mathematics-survey a set of empirically validated frameworks and principles for enhancing mathematics teaching and learning as dialogic multimodal activity, and we synthetize a set of principles for educational practice.

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“…Research in recent years has underscored the trend of mathematics decline in Nigeria (Agberotimi et (Bottino et al, 2007), critical geometry skills(Yang & Chen, 2010), and arithmetic procedures (Moreno & Durán, 2004). In addition, Hulse et al (2019)found that low-performing students earned higher by completing more problems and engaging more with those problems.…”

mentioning

confidence: 97%

The Role of Computer Games in Enhancing Primary School Students Attitude Towards Mathematics

Pius¹,

Agashi²,

Yusuf³

2021

IJAR

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Numerous research findings have applauded the integration of technology in the classroom especially in mathematic to develops positive attitudes. The advancements in technology may provide a better opportunity to impact mathematical literacy and skills on young learners. Perhaps, attitudes towards mathematics are declining in recent years. The study aimed to enhance the students attitude toward learning mathematics by using games app embedded in computer software used as an instrument to teach the subject. A total of ninety-one primary school students drawn from different primary schools in the Kogi state participated in the study. The study adopted a quasi-experimental pre-test, post-test study design. The result revealed that the computer game influenced the respondents attitude towards mathematics at MD = 13.65 (95% CI, 8.91 to 16.17), t (88) = 6.328, p = .001. Thus, the study concludes that computer game is an indispensable tool in impacting positive attitudes towards mathematics, especially among the primary school students. The recommendations are discussed.

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From here to there! Elementary: a game-based approach to developing number sense and early algebraic understanding

Cited by 37 publications

References 29 publications

Active Debate for Learning Pluralism for Student Candidate of Teachers’ Religion

Active Debate for Learning Pluralism for Student Candidate of Teachers’ Religion

The Future of Embodied Design for Mathematics Teaching and Learning

The Role of Computer Games in Enhancing Primary School Students Attitude Towards Mathematics

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