Our findings in research:
Much educational research has attempted to explain how mathematics-based application of knowledge correlates to both student learning and motivation. This section of
our website is dedicated to highlighting some of the major social and academic benefits
highlighted throughout existing scholarly sources, as well as to point out any contradictions
or cautionary advisories that we had found.
Benefits of Math Application in the Classroom
1) Relevance
Games make mathematics personally relevant to the students and allow them to see how math is used in real-life situations
- "It offers conditions in which is possible construct and develop mathematical concepts. Game improves pupils' ability to solve problems by the need to explore and to use new strategies and refines other skills by the means of using these skills in the frame of the game" (Vankus)
- “Games are effective tools for learning because they offer students a hypothetical environment in which they can explore alternative decisions without the risk of failure” (Mustafa)
- “[show] a need to predict, test, make generalisations, justify decisions and check the proceedings of the game” (Bragg)
- "In the case of strategical games they are thinking about the winning strategy also during their free time" (Vankus)
- “when [students] have an interest in the outcome, it is more likely that learning will take place” (Bragg)
2) Attitude
Increased Motivation, Confidence, Engagement and Positive Attitude in mathematics class
* Motivation * is defined by Middleton and Spanias as “reasons
individuals have for behaving in a given manner in a given situation. They
exist as part of one’s goal structures, one’s beliefs about what is important,
and they determine whether or not one will engage in a given pursuit” They
further defined motivation by highlighting that INTRINSIC motivation is when
students participate in learning for their own sake of enjoyment, whereas
extrinsic motivation is pursued for the sake of a prize such as good grades.
- "Its advantage is motivational factor: it raises interest, makes higher children's involvement in teaching activities, and encourages children's creativity, spontaneity, co-operation and also competitiveness" (Vankus)
- “games generate enthusiasm, excitement, total involvement, and enjoyment… pupils become motivated, they immerse themselves in the activity, and over a period of time can enhance their attitude towards the subject when playing games” (Bragg)
- There is a “potential of games to stimulate intrinsic motivation through enjoyment and success” (Bragg)
- “when a student feels that they can succeed, they are in turn motivated, motivation is tied into this belief that one can succeed” (Bragg)
- “mathematical games capture children’s enthusiasm and create environments favourable for learning” (Bragg)
- “Activities that are enjoyable and stimulating are seen to building on intrinsic motivation, games may be one possibility” (Bragg)
- When students feel successful in the math classroom they are “more confident and task-involved. Students who are task-involved are motivated to learn” (Bragg).
- “a student who feels successful in the mathematics classroom may have a higher level of motivation, and thus in turn, hold a positive attitude towards mathematics” (Bragg).
- Games are viewed as enjoyable, whereas data shows that kids disklike "the repetitive nature of some mathematics lessons [and testing]" (Bragg)
- "Students are at times bored and potentially disengaged in the mathematics classroom due to repetition of instruction or revision of previously taught concepts... [but] games were not perceived as boring and repetitive" (Bragg).
3) socially Beneficial
Creates opportunity for community building and collaborative teamwork towards a common goal
- “games can bring people together in a communal atmosphere” (Bragg)
- "Pupils were motivated... to help their team gain the best score in the case of team games" (Vankus)
- "makes possible social learning, prepares for various social situations" (Vankus)
- “children learn through social interaction, by talking, listening, and actively exploring concepts with their peers” (Bragg)
4) Communication
Students justify decisions, challenge each other, and have an external Verbalization of Knowledge and Strategies
- Kids have the "opportunity to engage in meaningful dialogue about the mathematical concepts and strategies underpinning the games. Children should be encouraged to share strategies and ideas through whole class and one-on-one discussion" (Bragg)
- “an advantage of playing games with peers is the immediate feedback children receive. Discussion occurs when problems arise” (Bragg)
- “Games are seen to be fun, not only motivating but ensuring full engagement, particularly through reflection and discussion on which constructive learning depends” (Bragg)
- “mathematical games are valuable for stimulating and encouraging mathematical discussion between groups of children and between pupil and teacher” (Bragg)
- “children are able to articulate and clarify or express their lack of mathematical understanding” (Bragg)
- "opportunity for developing of pupils' argumentation and logical skills during analyzing of game strategy and searching for the winning strategy" (Vankus)
- Games provide an environment where students “learn the process of explanation, description, construction, assessment, and the evaluation of advanced problem solving skills” (Mustafa)
- “Playing games can also help children develop social skills. When children play games cooperatively, they would have opportunities to listen to others as they share ideas and clarify their thinking” (Phong Lee)
- Children are usually competitive in nature and there is a strong incentive for players to check one another’s mathematics and challenge moves that they think are not valid.” (Phong Lee)
5) Academics and wellness
There are some links to physical and cognitive wellness, and academic success can increase after application-based learning
- “Develops their memory, imagination, concentration, thinking and speech” (Vankus)
- Cognitively develops “sensory and motor functions”, “memory”, “abilities to evaluate”, and “creative thinking” (Vankus)
- "Makes pupils active” (Vankus)
- “Has important influence as relax” (Vankus)
- "develop[s] pupils' communication skills, argumentation skills, social skills and logical skills. Some of these skills are important key competencies" (Vankus)
- lessons paired with strategic didactic gaming "dealing with the same mathematical notions and skills as the lessons... [led] to better understanding and more durable memorizing of taught knowledge" (Vankus)
- “Games are means for promoting the interaction, increasing motivation, and advancing students’ thinking skills” (Mustafa)
- “Computer based video games can promote students’ learning and performance” (Mustafa)
6) Benefits for the Teacher
games can easily be adapted so that teachers can use them as a form of differentiation and
to build on a students' interests
- “games allow teachers a way of building the students’ interest” (Bragg)
- “Games are the ideal tool for imparting education to students and are helpful in accommodating multiple learning styles and offer decision and interactive context.” (Mustafa)
- “Can simultaneously provide children with practice in acquired skills and exposure to new learning” (Phong Lee).
- “Mathematical games can remove drudgery from the learning situation” (Phong Lee)
- “Games are also useful for promoting creativity… In the context of games, children can be encouraged to create their own games using the existing game structures” (Phong Lee)
Cautionary Advice and Suggestions for math application in the classroom
- “Although instructional games are a means of learning mathematical concepts, and providing an alternative to more formal teaching methods, this does not guarantee that learning will take place” (Bragg)
- “Teachers “tend to use games in a class to ‘fill time’ or to let children have some fun” (Phong Lee)
- Proper selection of appropriate games must be considered: The "selection of proper game [must be] suitable for the use at mathematics lesson... should be able to fulfil educational goals of the lesson... should be proper for the age, knowledge level and interests of the pupils. Also practical realization of the game should be easy in the terms of teacher's preparations for the lesson" (Vankus)
- “Teachers should not use games as s reward for those children who have finished their class work, or else children may consider playing games as ‘having fun’ and not doing mathematics. Moreover, children who need to be motivated to learn mathematics are not getting it while those who need least motivation are getting it” (Phong Lee)
- The game should have an attractive name and should "characterize character of the game" (Vankus)
- Didactical game should be assessed because it motivates students for greater effort (Vankus)
- “The learner should not receive readymade results presented by some one else. Rather he/she should be directly involved in the process for exploring the results.” (Mustafa)
- Teachers should “not use games to provide a ‘breathing space’ for themselves in teaching… teachers should join in the games … observe the children at play… [and] ask questionsto prove the children’s thought processes [to] understand their thinking strategies.” (Phong Lee)
- “The teacher should conclude all game sessions with a discussion in which children are encouraged to express their strategies and justify the rules used.” (Phong Lee)