Primary school students’ strategies in early algebra problem solving supported by an online game

Heuvel–Panhuizen, Marja van den; Kolovou, Angeliki; Robitzsch, Alexander

doi:10.1007/s10649-013-9483-5

Cited by 32 publications

(25 citation statements)

References 27 publications

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“…An increase in learner scores from 10 th to 11 th grade is consistent with the findings by Van den Heuvel-Panhuizen et al (2013) and Arslan and Altun (2007). The decrease of scores from 11 th to 12 th grade is somehow compatible with the results of TIMSS 2011 (see HRSC, 2012).…”

Section: Discussionsupporting

confidence: 90%

“…This study therefore seeks to determine whether there is any improvement in the non-routine problem solving capacity of learners of high performing schools as they progress through grades. Van den Heuvel-Panhuizen, Kolovou and Robitzsch (2013) compared the grades 4 -6 learners' non-routine algebraic problem solving and found an improvement as learners' moved up the grades. Arslan and Altun (2007) investigated the success of grades 7 and 8 learners in using non-routine problem solving strategies and found better success in grade 8; learners displayed pre-knowledge of some non-problem solving strategies which they might have learnt from routine problem solving; and that grade 7 learners learnt some strategies more rapidly than those in grade 8.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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Comparing grades 10 – 12 mathematics learners’ non-routine problem solving

Mogari

Chirove

2017

EURASIA J MATH SCI T

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The study, which is derived from a larger study, compares grades 10 -12 mathematics learners' non-routine problem solving. An exploratory study was conducted on a convenience sample drawn from three high performing high schools located in Tshwane North District, Gauteng province of South Africa. Learners wrote a non-routine problem solving test. Findings revealed that the 11 th grade learners obtained the highest mean score while that of the 10 th grade learners was the lowest. High school learners' level of strategy use on solving non-routine problems improved significantly as they progress from grade 10 to higher grades. No significant difference was discovered as learners progress from grade 11 to 12.

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Section: Discussionsupporting

confidence: 90%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Comparing grades 10 – 12 mathematics learners’ non-routine problem solving

Mogari

Chirove

2017

EURASIA J MATH SCI T

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“…In these cases, if the subgroup can be regarded as an independent experimental group, the set of data yielded by the subgroup was included for calculating overall effect size. For example, even though Van den Heuvel‐Panhuizen, Kolovou, and Robitzsch () divided their experimental group into three subgroups by the participants' grade levels (i.e., fourth, fifth, and sixth grade), all participants played the same game, Hit the Target, as a treatment of the research experiment. Therefore, we regarded each subgroup as an independent experimental group, the data set from each group was treated as an independent value, the effect size of each subgroup was obtained respectively for calculating overall weighted effect size

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.…”

Section: Resultsmentioning

confidence: 99%

Digital game‐based learning for K–12 mathematics education: A meta‐analysis

Byun

Joung

2018

School Sci & Mathematics

132

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Digital games (e.g., video games or computer games) have been reported as an effective educational method that can improve students' motivation and performance in mathematics education. This meta‐analysis study (a) investigates the current trend of digital game‐based learning (DGBL) by reviewing the research studies on the use of DGBL for mathematics learning, (b) examines the overall effect size of DGBL on K‐12 students' achievement in mathematics learning, and (c) discusses future directions for DGBL research in the context of mathematics learning. In total, 296 studies were collected for the review, but of those studies, only 33 research studies were identified as empirical studies and systematically analyzed to investigate the current research trends. In addition, due to insufficient statistical data, only 17 out of the 33 studies were analyzed to calculate the overall effect size of digital games on mathematics education. This study will contribute to the research community by analyzing recent trends in significant DGBL research, especially for those who are interested in using DGBL for mathematics education.

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“…By 'reality', we mean real life, but also mathematical situations that are meaningful and imaginable in mind (Freudenthal 1991;Gravemeijer 1994;Van den Heuvel-Panhuizen 2000, 2005Van den Heuvel-Panhuizen and Drijvers 2014). The activity of transforming a realistic problem into a symbolic mathematical problem through observation, experimentation and inductive reasoning is called horizontal mathematization, while the activity of reorganizing and (re)constructing within the world of symbols which includes solving the problem, generalization of the solution and further formalization is called vertical mathematization (Treffers 1987;Van den Heuvel-Panhuizen 2003).…”

Section: Difficulties In Initial Algebramentioning

confidence: 99%

“…For example, use of digital tools in algebra education can promote students' development both of symbol sense and of procedural skills (Bokhove and Drijvers 2010b), can be effective for improving conceptual understanding and procedural skills of secondary school students (Bokhove and Drijvers 2012) and may foster the development of the notion of function (Doorman et al 2012). Furthermore, use of a digital environment can support students' mathematical problem-solving skills and can contribute to their ability to solve informal algebra problems Van den Heuvel-Panhuizen et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Improving Grade 7 Students’ Achievement in Initial Algebra Through a Technology-Based Intervention

Jupri

Drijvers

Heuvel–Panhuizen

2015

Digit Exp Math Educ

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Digital technology plays an increasingly important role in daily life, mathematics education and algebra education in particular. To investigate the effect of a technology-rich intervention related to initial algebra on the achievement of 12-13 year old Indonesian students, we set up an experiment. The experimental group's intervention focused on equations in one variable and is characterized by an alternated use of paper-and-pencil and digital work, and by the intertwining of word problems and bare algebra problems. The control group was taught in a regular way without digital tools. Students from eight classes in four schools took part in a pre-test and a post-test. The results showed that the experimental group's (n=131) gain score was significantly higher than the control group's (n=119) score, with a medium effect size. Also, a school factor was found to affect student achievement. The qualitative analysis of student written and digital work during the teaching experiment corroborated the quantitative results. Both results confirm the effectiveness of this type of technology-rich intervention for enhancing student achievement in algebra.

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Primary school students’ strategies in early algebra problem solving supported by an online game

Cited by 32 publications

References 27 publications

Comparing grades 10 – 12 mathematics learners’ non-routine problem solving

Comparing grades 10 – 12 mathematics learners’ non-routine problem solving

Digital game‐based learning for K–12 mathematics education: A meta‐analysis

Improving Grade 7 Students’ Achievement in Initial Algebra Through a Technology-Based Intervention

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