scholarly journals Improving rational number knowledge using the NanoRoboMath digital game

2021 ◽  
Author(s):  
Tomi Kärki ◽  
Jake McMullen ◽  
Erno Lehtinen
Keyword(s):  
Primary School ◽  
Rational Number ◽  
Conceptual Knowledge ◽  
Sixth Grade ◽  
Digital Game ◽  
Game Based Learning ◽  
School Students ◽  
Wide Range ◽  
Preliminary Version ◽  
Number Knowledge

AbstractRational number knowledge is a crucial feature of primary school mathematics that predicts students’ later mathematics achievement. Many students struggle with the transition from natural number to rational number reasoning, so novel pedagogical approaches to support the development of rational number knowledge are valuable to mathematics educators worldwide. Digital game-based learning environments may support a wide range of mathematics skills. NanoRoboMath, a digital game-based learning environment, was developed to enhance students’ conceptual and adaptive rational number knowledge. In this paper, we tested the effectiveness of a preliminary version of the game with fifth and sixth grade primary school students (N = 195) using a quasi-experimental design. A small positive effect of playing the NanoRoboMath game on students’ rational number conceptual knowledge was observed. Students’ overall game performance was related to learning outcomes concerning their adaptive rational number knowledge and understanding of rational number representations and operations.

Primary school students' perceptions of scaffolding in digital game-based learning in mathematics

2021 ◽  
Vol 28 ◽  
pp. 100457
Author(s):  
Liping Sun ◽  
Heli Ruokamo ◽  
Pirkko Siklander ◽  
Baoping Li ◽  
Keith Devlin
Keyword(s):  
Primary School ◽  
Digital Game ◽  
Game Based Learning ◽  
Primary School Students ◽  
School Students

Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge

2019 ◽  
Vol 128 ◽  
pp. 63-74 ◽  
Author(s):  
Boglárka Brezovszky ◽  
Jake McMullen ◽  
Koen Veermans ◽  
Minna M. Hannula-Sormunen ◽  
Gabriela Rodríguez-Aflecht ◽  
...  
Keyword(s):  
Learning Environment ◽  
Primary School ◽  
Game Based Learning ◽  
Primary School Students ◽  
School Students ◽  
Number Knowledge

scholarly journals Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis

2021 ◽  
Vol 6 (2) ◽  
pp. 142-157
Author(s):  
Mustafa Gök ◽  
Mevlüt İnan
Keyword(s):  
Learning Environment ◽  
Sixth Grade ◽  
Video Camera ◽  
Process Skills ◽  
Digital Game ◽  
Game Based Learning ◽  
School Students ◽  
Teacher Student ◽  
Starting Point ◽  
Mathematical Process

Students' conceptual understanding and mathematical process skills can be improved through digital games in mathematics education. The starting point of this study is the idea of having students encounter this kind of environment. The study didactically describes the process of 6th-grade students’ experiences of a digital game-based learning environment. A combination of the Theory of Didactical Situations (TDS) and Digital Game-Based Learning (DGBL) was used in the design of the digital game. The research focused on knowledge-based interactions (teacher-student-game) during the implementation of the game called Race with Numbers, designed in line with this synthesis. The case study, one of the qualitative research methods, was used in the study. Research participants consist of 16 middle secondary school students studying in the 6th grade in a public school. The research data were collected with a video camera and two voice recorders. The research application lasted 75 minutes. The data analysis related to the application was carried out by describing the interaction between the students and the game at stages of TDS. The study findings indicated that TDS has significant potential in designing DGBL environments. However, strong evidence is presented that such environments enable students to realize their own learning and encourage them to use mathematical process skills (such as problem-solving, reasoning, proving, and transfer). Finally, the study highlights the importance of the digital game-based learning approach in mathematics teaching for students.

scholarly journals Interventional Nutrition Education Program for Sixth Grade Students in a Governmental Primary School in Giza Governorate

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
S K Farah ◽  
H A Abouseif ◽  
D A Gamaleldin ◽  
H I Fahim
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Education Program ◽  
Eating Habits ◽  
Sixth Grade ◽  
School Students ◽  
Sixth Grade Students ◽  
Healthy Eating Habits ◽  
Nutrition Education Program ◽  
Knowledge Attitude And Practice

Abstract Background Nutrition is a critical part of health and development. Better nutrition is related to improvement of child health, stronger immune systems, and lower risk of non-communicable diseases. Objectives the study aimed to describe knowledge, attitude and practice of sixth grade, primary school students about healthy eating habits and healthy diet and to implement and assess a nutrition education program for healthy eating habits and healthy diet. Participants and Tools An interventional study was conducted in one governmental primary school in Giza governorate and included 120 sixth grade students. The health education program was divided into three stages: Pre-intervention stage in which the knowledge, attitude and practice (KAP) of students about healthy and unhealthy dietary habits was assessed. Then educational program was implemented and (KAP) of students was re-assessed again twice after the education session immediately and then two months later. Results Most of the children (69.6%) had fair nutrition knowledge, (23.2%) had good knowledge, while (7.2%) had poor knowledge. After the intervention, there was an improvement in nutrition knowledge score of participated students (p < 0.05) and this change was maintained after 2 months of the intervention. The total mean score percentage was (68% ± 9.8%) before intervention and had improved after 2 months of the intervention than before. The attitude of participated students had improved after intervention in relation to the concept that eating a lot of fat can make one become obese and eating a lot of sugar and sweets is harmful for health (p < 0.001) The practice had improved among the study participants after 2 months of the intervention than before intervention (80.1% ± 5.1 vs. 68.5 ± 9.8%). Conclusion School nutrition intervention programs can have a great impact on knowledge and behavior of primary school students especially if various methods of teaching and learning were applied.

scholarly journals Adaptive number knowledge in secondary school students: Profiles and antecedents

2019 ◽  
Vol 5 (3) ◽  
pp. 283-300
Author(s):  
Jake McMullen ◽  
Kaisa Kanerva ◽  
Erno Lehtinen ◽  
Minna M. Hannula-Sormunen ◽  
Noona Kiuru
Keyword(s):  
Individual Differences ◽  
Secondary School ◽  
Primary School ◽  
Secondary School Students ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Primary School Students ◽  
School Students ◽  
Latent Profile ◽  
Number Knowledge

The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.

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