The contribution of online mathematics games to algebra understanding in Grade 8

Abstract

This study explores how online mathematics games contribute to Grade 8 learners’ understanding of basic principles and more sophisticated aspects of algebra. This project documents the trajectory of a purposive sample of 30 Grade 8 learners doing mathematics and one mathematics educator. The study is premised on the argument that learners with the guidance of the teacher can grasp algebraic concepts better and learn to manipulate these imaginatively and independently, by integrating new online mathematics games into standard classroom teaching of mathematics. The study was located within the interpretive qualitative research paradigm and used a case study approach. Data were collected by means of (1) lesson observations, (2) questionnaires and (3) semi-structured interviews. The data collected were analysed through the lens of the sociocultural theory, social constructivism and the activity theory. This study supports the view, set out in the literature reviewed, that the way in which resources are utilised can substantially improve the teaching and learning of algebraic concepts. Teachers should encourage learners to venture into the world of online mathematics games to learn algebra because they help learners to be creative, look for patterns, make conjectures, collect data, express their own thoughts, accept the ideas of others and establish structured forms of cooperation. The teacher’s role is to show and guide the learners how to use online mathematics games to solve mathematics problems. This study’s main recommendation, among others, is a revision of the curriculum to integrate online mathematics games into all subjects in classrooms at all levels.

Trends of Game-Based Learning in Mathematics Education: A Systematic Review

“…In parallel with these results, when the studies are examined, it is seen that mostly experimental design studies are included in quantitative research studies (Lee & Choi, 2020;Nfon, 2018;Stanton, 2017;Yılmaz, 2019). These studies are followed by case studies included in qualitative research studies (Barreto, Vasconcelos & Orey, 20 17;Marange & Adendorff, 2021;White & McCoy, 2019). In the study by Divjak and Tomic (2011) in which computer games used in mathematics education between1995-2010 were examined, it was determined that the majority of the conducted studies were carried out in accordance with the nature of quantitative research.…”

“…Furthermore, expert opinion and calculation of the Cronbach alpha coefficient were the most preferred methods used to ensure validity and reliability, respectively. In addition, it can be seen that many studies do not specify which methods were used (Koneva & Shabanova, 2021;Marange & Adendorff, 2021). Yet it is stated in studies that the quality of a study is directly proportional to good determination of validity and reliability in the study (Golafshani, 2003;Punch, 2005).…”

Penerimaan Murid terhadap Pembelajaran Berasaskan Permainan dalam Matematik: Tinjauan Literatur Bersistematik

“…Tambahan pula, penggunaan PBP dapat merangsang motivasi murid dan murid akan menjadi lebih berkeyakinan. Sementara itu, kaedah bermain dalam pembelajaran matematik memberikan pengaruh positif terhadap efikasi diri murid (Marange & Adendorff, 2021). Oleh hal yang demikian, kefahaman dan daya ingatan murid juga ditingkatkan untuk jangka masa panjang.…”

“…Tambahan pula, penggunaan PBP dapat merangsang motivasi murid dan murid akan menjadi lebih berkeyakinan. Dalam hal ini, hasil analisis kajian domain keyakinan diri menunjukkan kaedah bermain dalam pembelajaran memberikan pengaruh positif terhadap efikasi diri murid (Marange & Adendorff, 2021;Yung et al, 2020;Yeh et al, 2019;Vargas et al, 2021;Coleman & Money, 2019). Ia secara tidak langsung dapat meningkatkan kefahaman dan daya ingatan murid untuk jangka masa panjang.…”