The Effect of Using Mathematics Games on Students Performance in Mathematics - Annotated Bibliography Example

The Effect of Using Mathematics Games on Students’ Performance in Mathematics A. Statement of the education Issue Already in the 18th century, the potential of using games as pedagogical tool was already brought to the fore and, in the 1920’s at least in the US there was an attempt to systematically incorporate games in school curricula. However, it was only during the 1950’s and 1960’s that games began to be part of the school systems. Notwithstanding, though, especially in the area of the effects of using mathematics games to improve the students’ attitudes towards and performance in mathematics, much has been done and concomitantly need to be done – still! There are currently available lists of games that were proven to be effective in helping the students improve their mathematical capacity; but, in the context of globalization, there still needs to be done in terms of studying other forms of games found and to be applied in different cultures. Most researches and studies testify that games indeed are pedagogically effective; but, how the cognitive processes of the children are stimulated or affected by games still needs to be pursued further. But, all in all, efforts to determine the effect of mathematical games upon students’ performance in mathematics are paying off as learning is made fun and rendered more effective and lasting. B. Annotated bibliography 1. Akinsola, M.K. & Animasahun, I.A. (2007). The effect of simulation-game environment on students’ achievement in and attitudes to mathematics in secondary schools. The Turkish Online Journal of Educational Technology (TOJET), 6(3). This study intended to determine the effect of simulation-games environment on students’ achievement in attitudes to mathematics in secondary school. The participants in this study were one hundred forty-seven (147) students in Nigeria. The significant results of this study were: the students’ poor academic achievement in mathematics is partly due to the method of teaching used; and the use of simulation-games environment led to improve achievement and positive attitude towards mathematics. Nevertheless, this study significantly indicated that “the teachers’ use of stimulating teaching methods would still go a long way in sustaining and motivating students’ interest in learning mathematics.” 2. Bright, G. (1986). Probability games. ICOTS 2, pp. 57-60. Retrieved from http://www.stat.auckland.ac.nz/~iase/publications/icots2/Bright.pdf. Bright (1986) contends that “there has been almost no research on the effectiveness of probability games with children” who are studying mathematics (pp. 57). To close this gap, Bright synthesizes experimental studies that made use of four (4) different games: the Jar Game – a simple microcomputer game designed for elementary school students (pp. 57); a game of fair/unfair involving dice, chips, or spinners (pp. 57-58); the Number game (pp. 58); and Capture (pp. 58). Bright summarizes his discussion on these four games observing that “there is clear evidence that probability can be taught through games” (pp. 58). 3. Bright, G., Harvey, J. & Wheeler, M.M. (1978). Cognitive effects of games on mathematical learning. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3a/0b/fc.pdf. Bright, Harvey & Wheeler (1978) begin by a very brief note on games as instructional activities. According to them, the pedagogical potential of games (see definition on pp. 5-6) was first introduced as early as 1798; but it was not until the late 1950’s and early 1960’s that games were accepted as important components of the curriculum from preschool through graduate school (see pp. 3). But, are games effective in attaining cognitive goals? Bright, Harvey & Wheeler answered that “no one knows because “there has never been a review of the literature related to this topic” (N.B. the article was published in 1978) – a gap which they wanted to supply (see pp. 5). At the end of their article, they indicated the result of their endeavor – that is, “at this time no definitive conclusions can be made about the use of games in teaching mathematics,” and “(the) cognitive effects associated with the classroom use of games are unclear” (pp. 49). 4. Burke, K. & Dunn, R. (2002). Teaching math effectively to elementary studies. Academic Exchange Quarterly, 6(1). Retrieved from http://rapidintellect.com/AEQweb/mo2105w02.htm. Burke & Dunn’s (2002) article describes “why certain students achieve poorly in conventional classes and why there’s a need to teach global, tactual, and/or kinesthetic elementary school learners with instructional resources that complement their identified learning-style strengths.” The article is also a “practical guidelines for redesigning traditional classrooms to increase their responsiveness to such students and outlines practical curriculum applications”. Specifically, Burke & Dunn number among the teaching strategies to effect children’s learning of numbers and operations card and board games. The article-writers contend that among the reasons why games are helpful in mathematics learning is that games involve tactual materials. 5. Buky, J. & Ho, F. (2008). The effect of math and chess integrated instruction on math scores. Retrieved from http://www.prlog.org/10086633-the-effect-of-math-and-chess-integrated-instruction-on-math-scores.html. According to Buky and Ho (2008), there are research studies that have shown that chess may be an effective game-base teaching method. At the same time, though, they noted that there are actually no math contents in the provided chess instruction and there is no math and chess integrated workbook that is currently available. Thus, they attempt to examine the effect on pupil’s math scores when a truly integrated math and chess workbook is used as an instructional practice workbook. They eventually report that integrated math and chess workbook significantly increases pupils’ math scores, as shown by the pre-tests and post-tests involving grades 1 to 8 one hundred nineteen (119) pupils from five (5) elementary schools in Illinois. Of interest in this study is the observation by Buky and Ho that pupils come to perceive integrated math and chess workbook to be more entertaining or fun – hence, pupils are able to sit longer –than traditional computation practices. And this is said to be accounted for by the fact that math and chess integrated work has visual images, symbols, directions, spatial relation and tables – stimuli that keep the interest of the kids high while working on computation problems. Children, too, are given ample opportunities to think visually. 6. Fengfeng, K. (2006). Classroom goal structures for educational math game application. In Barab, S.A., Hay, K.E. & Hickey, D.T. The 7th International Conference of the Learning Sciences 2006: Proceedings of the 7th International Conference on Learning Sciences, pp. 314-320. New Jersey: International Society of the Learning Sciences. Fengfeng (2006) did his field study with a theoretical backdrop that “the outcomes of educational games depend largely on the instructional activities context (that is, whether cooperative, competitive or individualistic) that structure the way students use and interact with computer games” (pp. 314). This study involved some one hundred twenty-four (12) fifth-graders who were randomly assigned to play games under different conditions (see pp. 316). They were to play teams-games-tournament cooperative, interpersonal competitive or individualistic gaming conditions. This field study intents to investigate whether the application of cooperative, competitive and individualistic goal structures in classroom use of educational math games effect an impact on the students’ mathematical attitudes and performance. To cull the baseline information on the students’ attitudes towards and performance in mathematics, Fengfeng reportedly used state-standards-based math exam and attitude inventory both in pre-test and post-test (see pp. 316). Significantly, what was found to be the most effective in promoting positive math attitudes was the gaming in the teams-games-tournament cooperative conditions. Another significant finding, too, however, was that the use of classroom goal structure for gaming had no impact on the math test performance of the fifth-graders (see pp. 317-318). 7. Kebritchi, M., Hirumi, A. & Bai, H. (2008) The effects of modern math games on learners’ math achievement and math course motivation in a public high school setting. Retrieved from http://www.dimensionm.com/docs/UCFResearch_Brief_June_202008.pdf. This research brief is based on a doctoral dissertation completed by Manureh Kebritchi (Spring, 2008) for his degree of Doctor of Philosophy in Education from the University of Central Florida. Kebritchi, Hirumi and Bai (2008) clear their context – that is, educational computer games are potential tools for learning – and problem – there is not much empirical studies on how effective computer games are in formal school settings (see pp. 1). For this study, there were a total of four hundred thirty (430) algebra and pre-algebra math students and ten (10) math teachers from an urban high school in the southeast United States who participated (pp. 4). The math video games that were used were: the EvolverTM Single Player; the DimensionMTM Single Player; and the EvolverTM Multiplayer (pp. 5). The entire study lasted for two nine week terms, during which all the participants got into training on the use of the video games, integration of the games in classes and laboratory time, completion of the other instruments used, and accomplishment of surveys and tests (see pp. 6). In the end, this study concludes that it was the DimensionMTM Single Player that had both the positive impact on the students’ mathematics achievement in school setting and on the student’s motivation in math class. Very importantly, it was pointed out in the study that the effectiveness of such computer game was occasioned by: its being experiential in nature; it offers an alternative way of learning and teaching; it gives the students reason to learn mathematics to solve the game problems and progress in games; it addresses students’ mathematics’ phobias; and it increased the students’ time on task (see pp. 12). 8. Ramani, G.B. & Siegler, R.S. (2007). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Retrieved from http://www.psy.cmu.edu/~siegler/ramsieg-inpress1.pdf. Ramani and Siegler (2007) posit that “preschoolers and kindergartens from low-income families enter school with far less numerical knowledge than peers from more affluent families” (pp. 3). And this difference in mathematical proficiency is revealed on a wide range of foundational tasks, such as reciting the counting string, counting sets of objects, counting up and down from a given number other than one, recognizing written numerals, adding and subtracting, and comparing numerical magnitudes (see also pp. 3). According to them, its significance consists in the fact that there is a strong and persistent relation between early and later mathematical proficiency. Thus, their research – which is funded by the government -- is an attempt to analyze the fonts of these differences and to eventually formulate methods to help the economically disadvantaged children to gain numerical knowledge (see pp. 3-4). And, interestingly, Ramani & Siegler (2007) points out that from theoretical treatment of numerical representations playing linear board games – i.e, those impromptu or regularly scheduled contests played by parents and children on kitchen tables and living room floors, such as Chutes and Ladders and The Great Race – may actually increase children’s mathematical capacity at the outset of school (pp. 26). 9. Soylu, Y. & Isik, A. (2003). Teaching mathematics through games at the first stage of elementary education. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 7(4), pp. 223-234. Soylu & Isik (2003), asserting that for adults game is escape from monotony while for a child it is work, intended “to make mathematics regarding a mass of abstract concepts for the students of grades 1 to 3 of primary school … more attractive with the help of educational and instructional games, and to contribute to students’ developing” (pp. 223). They wrote about three activities that provide for the permanency in mathematics learning: the games dealing with the relations between things (pp. 228-229); the games pertaining to the four operations (pp. 229-230); and game swamp (230-231). At the end, they call for re-examination of curriculum of mathematics and inclusion of mathematical games to the existing program as they are found to be highly important for permanent learning (see pp. 232-233). 10. Vankus, Peter (2004). Efficacy of teaching mathematics with method of didactical games. Retrieved from http://kagdm.edu3000.sk/zborniky/Zbornik8/10vankus.doc. In this article that describes continuance and results of research on efficacy of teaching mathematics by didactical games, Vankus Peter (2004) tried to further check the latter’s potential contributions for the former (see pp. 115). Didactical game refers to pupils’ activity that brings fun and pleasure for pupils and also realizes stated educational goals. It is different from a normal game, which goal is just fun and pleasure. In didactical games, the teacher acts as external management. “It can establish situation, when pupils draw knowledge from their own experience or practice using mathematical knowledge from their own interest outside nay teaching context and in the absence of any intentional direction” (pp. 116). For this study, Peter Vankus had as his participants two classes of fifth year of primary school – that is, together were fifty-one (51) pupils. The whole study took seventeen (17) lessons in each class, with one lesson running forty-five (45) minutes. And four (4) didactical games were used: Circles, Dominoes, Decryption and Lottery (pp. 120). Peter Vankus concluded that the use of didactical games improves students’ feelings and attitudes towards mathematics; thus, it enhances their motivation for work during mathematics lesson (see pp. 122). C. Mind map Read More

4. Burke, K. & Dunn, R. (2002). Teaching math effectively to elementary studies. Academic Exchange Quarterly, 6(1). Retrieved from http://rapidintellect.com/AEQweb/mo2105w02.htm. Burke & Dunn’s (2002) article describes “why certain students achieve poorly in conventional classes and why there’s a need to teach global, tactual, and/or kinesthetic elementary school learners with instructional resources that complement their identified learning-style strengths.” The article is also a “practical guidelines for redesigning traditional classrooms to increase their responsiveness to such students and outlines practical curriculum applications”.

Specifically, Burke & Dunn number among the teaching strategies to effect children’s learning of numbers and operations card and board games. The article-writers contend that among the reasons why games are helpful in mathematics learning is that games involve tactual materials. 5. Buky, J. & Ho, F. (2008). The effect of math and chess integrated instruction on math scores. Retrieved from http://www.prlog.org/10086633-the-effect-of-math-and-chess-integrated-instruction-on-math-scores.html. According to Buky and Ho (2008), there are research studies that have shown that chess may be an effective game-base teaching method.

At the same time, though, they noted that there are actually no math contents in the provided chess instruction and there is no math and chess integrated workbook that is currently available. Thus, they attempt to examine the effect on pupil’s math scores when a truly integrated math and chess workbook is used as an instructional practice workbook. They eventually report that integrated math and chess workbook significantly increases pupils’ math scores, as shown by the pre-tests and post-tests involving grades 1 to 8 one hundred nineteen (119) pupils from five (5) elementary schools in Illinois.

Of interest in this study is the observation by Buky and Ho that pupils come to perceive integrated math and chess workbook to be more entertaining or fun – hence, pupils are able to sit longer –than traditional computation practices. And this is said to be accounted for by the fact that math and chess integrated work has visual images, symbols, directions, spatial relation and tables – stimuli that keep the interest of the kids high while working on computation problems. Children, too, are given ample opportunities to think visually. 6. Fengfeng, K. (2006). Classroom goal structures for educational math game application.

In Barab, S.A., Hay, K.E. & Hickey, D.T. The 7th International Conference of the Learning Sciences 2006: Proceedings of the 7th International Conference on Learning Sciences, pp. 314-320. New Jersey: International Society of the Learning Sciences. Fengfeng (2006) did his field study with a theoretical backdrop that “the outcomes of educational games depend largely on the instructional activities context (that is, whether cooperative, competitive or individualistic) that structure the way students use and interact with computer games” (pp. 314). This study involved some one hundred twenty-four (12) fifth-graders who were randomly assigned to play games under different conditions (see pp. 316). They were to play teams-games-tournament cooperative, interpersonal competitive or individualistic gaming conditions.

This field study intents to investigate whether the application of cooperative, competitive and individualistic goal structures in classroom use of educational math games effect an impact on the students’ mathematical attitudes and performance. To cull the baseline information on the students’ attitudes towards and performance in mathematics, Fengfeng reportedly used state-standards-based math exam and attitude inventory both in pre-test and post-test (see pp. 316). Significantly, what was found to be the most effective in promoting positive math attitudes was the gaming in the teams-games-tournament cooperative conditions.

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