Gameplaying for maths learning: cooperative or not?

Ke, Fengfeng; Grabowski, Barbara L.

doi:10.1111/j.1467-8535.2006.00593.x

Cited by 239 publications

(173 citation statements)

References 29 publications

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“…The research which we have carried out derives from the widely proven premise that cooperative learning in any of its three interactive structures (collaboration, cooperation and tutoring) is superior to other classroom management strategies, and especially in the math class (Hossain & Tarmizi, 2013, Ke & Grabowski, 2007, Lehrer & Lesh, 2013, Nunnery, Chappell, & Arnold, 2013, Özsoy & Yildiz, 2004, Roseth, Johnson, & Johnson, 2008, Zakaria, Solfitri, Daud, & Abidin, 2013 for its evident influence on the generation mathematical reasoning (Booisen & Grosser, 2014). In fact, barring few studies which do not reveal differences between cooperation strategies and other types (Tracey, Madden, & Slavin, 2010), most works confirm that the cooperative organization in the math class it is indeed the teaching and learning structure which generates the best results in a highly relevant variable for this particular discipline: academic performance (Winne & Nesbit, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Likewise, the rise of cooperative learning to this discipline has brought about not only the implementation of general methods of cooperative learning in this area of knowledge, such as Jigsaw (Naomi & Githua, 2013;Novianti, 2013a;Zakaria, Solfitri, Daud, & Abidin, 2013), STAD (Novianti, 2013b;Zakaria, Chin, & Daud, 2010), or TGT (Ismail, 2000;Ke & Grabowski, 2007), but also the appearance of specific methodologies for this scope, like "Small Group Learning and Teaching in Mathematics" by Davidson (1990b) ), "Team Assisted Individualization" by Slavin (Slavin, Leavey, & Madden, 1984, 1986, "Learning Together" by Johnson and Johnson (Johnson & Johnson, 1991;Özsoy & Yildiz, 2004) or "Cooperative-Individualized Learning Approach in Mathematics" by Serrano . This has triggered a line of research organized around the comparison of the effectiveness of different cooperative learning methods on specific intra-subject variability and, especially, on students' performance on mathematics (Awofala, Fatade, & Ola-Oluwa, 2012;Parchment, 2009;Syahrir, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Cooperative learning in mathematics: A study on the effects of the parameter of equality on academic performance. [Aprendizaje cooperativo en matemáticas: Un estudio de los efectos del parámetro de igualdad sobre el rendimiento académico]

et al. 2014

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Título: Aprendizaje cooperativo en matemáticas: Un estudio de los efectos del parámetro de igualdad sobre el rendimiento académico. Resumen: El principal objetivo de esta investigación es determinar la importancia del contenido de aprendizaje y el papel de los conocimientos previos de los alumnos para la formación de los grupos de aprendizaje cooperativo. La investigación se desarrolló en tres aulas de matemáticas de un centro de Educación Secundaria y la muestra estaba formada por 72 alumnos de 3º curso de ESO. Los resultados vienen a demostrar la existencia de una correlación negativa entre el parámetro de igualdad (cooperación, colaboración y tutoría) y la mayor o menor proximidad cognitiva existente entre los conocimientos previos de los alumnos y la estructura de los contenidos de aprendizaje. Palabras clave: aprendizaje cooperativo; parámetro de igualdad; enseñan-za de las matemáticas; conocimientos previos; educación secundaria. Abstract:The aim of this research is to determine, the importance of learning content and the role of students' prior knowledge for the formation of cooperative learning groups. The research was conducted in three mathematics classrooms at a secondary school and the sample was composed of 72 third year students. The results prove the existence of a negative correlation between the equality parameter (cooperation, collaboration and peer-tutoring) and the degree of existing cognitive proximity between students' prior knowledge and structure of the learning content.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Cooperative learning in mathematics: A study on the effects of the parameter of equality on academic performance. [Aprendizaje cooperativo en matemáticas: Un estudio de los efectos del parámetro de igualdad sobre el rendimiento académico]

et al. 2014

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“…There is increasingly widespread evidence of the positive effects of video games on learning (Coller and Scott, 2009;Echeverria et al, 2011;Green and Bavelier, 2003;Ke and Grabowski, 2007;Klopfer and Squire, 2008;Papastergiou, 2009;Peterson, 2010;Prensky, 2006). Gamers are able to explore different identities and 'inhabit' roles, which would normally be inaccessible to them (Akkerman et al, 2009;Shaffer et al, 2005;Winn, 2002).…”

Section: Review Of Literaturementioning

confidence: 99%

Attitudes towards and Effects of the Use of Video Games in Classroom Learning with Specific Reference to Literacy Attainment

Mifsud

Vella

Camilleri

2013

Research in Education

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The first part of this study shows that there is increased support for using video games in the classroom from different stakeholders, namely students, teachers and parents. The potential role that video games can play in the classroom learning process needs to be more well defined. There is a dire need for research work under experimental conditions which measures tangibly the effectiveness of videogame use in classroom learning. The experimental study described here seeks to address this need and focuses on the very important area of literacy attainment. The Experimental Group of students which used the videogame in the classroom obtained significant gains on a number of English as a Second Language items when compared to the other group of students which followed their regular programme. This study makes a claim for teachers to be supported in their endeavours to harness video games as a teaching and learning tool. However, the role of teachers in this process requires redefinition. It calls also for the concerns of teachers to be addressed if they are to feel they can play a significant role in the adoption of video games in classroom learning.

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“…Varias investigaciones han comparado diferentes métodos cooperativos con las clases tradicionales en gran grupo y han mostrado sus ventajas en aspectos muy diversos como el rendimiento académico y las relaciones sociales entre el alumnado (Johnson y Johnson, 1989;Ke y Grabowski, 2007;Whicker, Bol y Nunnery, 1997;Zakaria, Chung Chin y Daud, 2010). El grupo, "al proporcionar un foro en el que se puede preguntar, discutir, rectificar, recibir nuevas ideas y resumir descubrimientos, constituye un medio idóneo para que todos los alumnos alcancen el éxito y el progreso, espoleados por la diversidad de las aportaciones que tienen lugar en el seno de la cooperación" (Pons, González-Herrero y Serrano, 2008, p. 253).…”

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La Enseñanza de las Matemáticas a través del Aprendizaje Cooperativo en 2º Curso de Educación Primaria

Muñiz¹,

Miranda

Fernández-Río

2017

Contextos educativos

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RESUMEN:El objetivo del estudio fue analizar los efectos del aprendizaje cooperativo como herramienta metodológica para la enseñanza de las matemáticas. Para ello se utilizó un diseño cuasi-experimental con grupos no equivalentes de estudiantes. Un total de 33 estudiantes pertenecientes a dos clases intactas de 2º de Educación Primaria accedieron a participar. Una experimentó un planteamiento basado en la metodología cooperativa (GE), mientras que con la otra se usó un planteamiento tradicional (GC). La valoración de los efectos de los distintos planteamientos se realizó de manera cuantitativa a través de un test de conocimientos matemáticos y de manera cualitativa a través de dibujos argumentados. Los resultados cuantitativos mostraron que el grupo-clase que trabajó cooperativamente alcanzó niveles más altos de rendimiento matemático, mientras que de los resultados cualitativos emergieron tres categorías positivas: diversión, aprender y trabajo en equipo y tres negativas solo en el GC: aburrida/cansada, difícil y mal comportamiento. El aprendizaje cooperativo parece ayudar a debilitar las percepciones negativas de los estudiantes hacia la clase de matemáticas.PALABRAS CLAVE: Cooperación, Primaria, dibujos argumentados, investigación-acción. MATH'S TEACHING THROUGH COOPERATIVE LEARNING IN YEAR-2 PRIMARY EDUCATIONABSTRACT: The goal of this study was to assess the effects of cooperative learning as a methodological tool for maths teaching. A quasi-experimental design with non-equivalent groups of students was used. A total of 33 students

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Gameplaying for maths learning: cooperative or not?

Cited by 239 publications

References 29 publications

Cooperative learning in mathematics: A study on the effects of the parameter of equality on academic performance. [Aprendizaje cooperativo en matemáticas: Un estudio de los efectos del parámetro de igualdad sobre el rendimiento académico]

Cooperative learning in mathematics: A study on the effects of the parameter of equality on academic performance. [Aprendizaje cooperativo en matemáticas: Un estudio de los efectos del parámetro de igualdad sobre el rendimiento académico]

Attitudes towards and Effects of the Use of Video Games in Classroom Learning with Specific Reference to Literacy Attainment

La Enseñanza de las Matemáticas a través del Aprendizaje Cooperativo en 2º Curso de Educación Primaria

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