Abstract
In this paper we explored primary school teachers preference for different game modes to support mathematics teaching and learning. Eighty-four teachers played digital and non-digital addition and subtraction games that were functionally equivalent during professional learning workshops. Most teachers indicated that they would be more likely to use the non-digital mode; despite more mixed views around perceived effectiveness for supporting learning and anticipated student preferences. Key reasons as to why teachers tended to prefer non-digital or digital games are examined.
| Original language | English |
|---|---|
| Title of host publication | Surfing the waves of mathematics education |
| Subtitle of host publication | Proceedings of the 46th Annual Conference of The Mathematics Education Research Group of Australasia |
| Editors | Jana Višňovská, Emily Ross, Seyum Getenet |
| Place of Publication | Adelaide SA Australia |
| Publisher | Mathematics Education Research Group of Australasia (MERGA) |
| Pages | 463-470 |
| Number of pages | 8 |
| Edition | 1st |
| ISBN (Print) | 9781920846350 |
| Publication status | Published - 2024 |
| Event | Annual conference of the Mathematics Education Research Group of Australasia 2024: Surfing the Waves of Mathematics Education - Griffith University, Gold Coast, Australia Duration: 30 Jun 2024 → 4 Jul 2024 Conference number: 46th https://merga.net.au/merga-annual-conference/ |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia 2024 |
|---|---|
| Abbreviated title | MERGA 2024 |
| Country/Territory | Australia |
| City | Gold Coast |
| Period | 30/06/24 → 4/07/24 |
| Internet address |
Keywords
- mathematics education
- game-based learning
- non-digital games
- digital games
- teacher views
- mathematical games
- primary school