One Mini-Game Is Not Like the Other: Different Opportunities to Learn Multiplication Tables

Borkulo, Sylvia van; Heuvel–Panhuizen, Marja van den; Bakker, Marjoke; Loomans, Hanneke

doi:10.1007/978-3-642-33814-4_9

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…The focus will be both on their understanding of multiplicative relationships and their appreciation of mathematics as a school subject. Some first results can be found in Bakker et al (2011) andVan Borkulo et al (2011).…”

Section: More Elementary Mathematics Education Research and Beyondmentioning

confidence: 94%

“…Finally, a few words about the recently started ICA (Improving Classroom Assessment) project, again a project building on earlier research and development activities carried out at the Freudenthal Institute, in this case especially on the assessment work by De Lange (e.g., 1987Lange (e.g., , 2007 and myself (Van den Heuvel-Panhuizen 1996, 2003. However, in contrast with this older work on assessing students' understanding of mathematics in which the focus was mostly on task design, the ICA project involves the assessment activities undertaken by the teacher.…”

Section: More Elementary Mathematics Education Research and Beyondmentioning

confidence: 99%

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Freudenthal’s Work Continues

Heuvel–Panhuizen

2015

Selected Regular Lectures From the 12th International Congress on Mathematical Education

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In this paper I address a number of projects on elementary mathematics education carried out at the Freudenthal Institute. The focus is on (i) using picture books to support kindergartners' development of mathematical understanding, (ii) revealing mathematical potential of special needs students, and (iii) conducting textbook analyses to disclose the learning opportunities that textbooks offer. I discuss how these projects are grounded in the foundational work of Freudenthal and his collaborators in the past and how our work will be continued.

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Section: More Elementary Mathematics Education Research and Beyondmentioning

confidence: 94%

Section: More Elementary Mathematics Education Research and Beyondmentioning

confidence: 99%

Freudenthal’s Work Continues

Heuvel–Panhuizen

2015

Selected Regular Lectures From the 12th International Congress on Mathematical Education

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“…Acquiring CT skills through game-based learning is found to be a relevant approach for augmenting teaching and learning for both K-12 and college students (Agbo et al, 2021a,c;Hooshyar et al, 2021). In the last one-decade, educational minigames are increasingly utilized in the classroom to motivate students and enhance their learning experience (Huang, 2011;Van Borkulo et al, 2011;Agbo et al, 2021a). The iThinkSmart is a virtual reality application consisting of minigames (Tower of Hanoi, River Crossing, and Mount Patti Treasure Hunt) developed to facilitate CT education and problem-solving skills (Agbo et al, 2021b;Agbo, 2022).…”

Section: Case Study 3: Ithinksmart Minigamesmentioning

confidence: 99%

Developing a pedagogical evaluation framework for computational thinking supporting technologies and tools

2022

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Frameworks for the evaluation of technological instructional tools provide educators with criteria to assess the pedagogical suitability and effectiveness of those tools to address learners’ needs, support teachers’ understanding of learning progress, and recognize the levels of achievement and the learning outcomes of the students. This study applied secondary document analysis and case study to identify five pedagogical indicators for teaching and learning computational thinking, including technology, pedagogical approaches, assessment techniques, data aspect, and teacher professional development. Based on the pedagogical indicators, this study proposed a computational thinking pedagogical assessment framework (CT-PAF) aimed at supporting educators with a strategy to assess the different technological learning tools in terms of pedagogical impact and outcome. Furthermore, three case-study instructional tools for teaching CT in K-12 were analyzed for the initial assessment of CT-PAF. Scratch, Google Teachable Machine, and the iThinkSmart minigames were marched to the underpinning characteristics and attributes of CT-PAF to evaluate the framework across the instructional tools. The initial assessment of CT-PAF indicates that the framework is suitable for the intended purpose of evaluating technological instructional tools for pedagogical impact and outcome. A need for expanded assessment is, therefore, necessary to further ascertain the relevance of the framework in other cases.

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“…Many of the computer games and other educational software currently used in primary school mathematics education focus on the first two aspects: number fact knowledge and operation skills (e.g., Mullis et al, 2012). However, computer games can also be employed for developing mathematical insight (see, e.g., Van Borkulo, Van den Heuvel-Panhuizen, Bakker, & Loomans, 2012). Jonker et al (2009), for example, described a mini-game for enhancing primary school students' understanding of divisibility, and two studies reported by Klawe (1998) showed the effectiveness of computer games in fostering fifth-graders' understanding of several mathematical concepts.…”

Section: Multiplicative Number Fact Knowledge Skills and Insightmentioning

confidence: 99%