MATHEMATICS CONCEPT BUILDING WITH DIDACTIC GAMES IN A GEOGEBRA-EMPOWERED ENVIRONMENT

Ljajko Eugen Š.a, Pavličić Zlatka O.b, Ljajko Mejrima Š.c
acUniversity of Priština – Kosovska Mitrovica, Faculty of Science and Mathematics
bAcademy of Vocational Studies Southern Serbia, Department of the High School for Teachers – Bujanovac
e-adresa: eugen.ljajko@pr.ac.rs, zlatka.pavlicic@gmail.com, mejrima.ljajko@pr.ac.rs
jezik rada: engleski
vrsta rada: originalni naučni članak
DOI: 10.5937/obrvas18-48143
objavljen u SCIndeksu: 25.01.2024.

Summary

In this study, we examine how GeoGebra software can be used for organizing a game-based learning environment and its impact on fraction concept building and the pupils’ understanding of the concept. The learning/instruction process was organized in two groups of 9 to 10 years old pupils. The experimental group was offered GeoGebra game-like appletsand the learning process was based on them. The control group pupils learned the same subject material in a more traditional fashion. Pupils’ understanding of the conceptwasassessed using results of regular tests they enrolled in the same environments they were learning. According to the results, the experimental group pupilsdemonstrated better understanding of the concepts, and the difference is statistically significant. This implies that GeoGebra softwarecombined with the game-based learning can givebetter results in building and understanding fractions at initial stages.

Key word: GeoGebra, fractions, game-based learning, concept building

 

Reference

  Ainley, M., Hidi, S., and Berndorff. D. (2002). Interest, learning and the psychological process that mediate their relationship. Journal of Educational Psychology, 94, 545-561
  Arbain, N. and Shukor, N. (2015). The effects of GeoGebra on students’ achievements, Procedia Social and Behavioral Sciences, 172, 208-214
  Attard, C. (2013). „If I had to pick any subject, it wouldn’t be maths“: Foundations for engagement with mathematics during the middle years. Mathematics Education Research Journal, 25, 569-587
  Bahrami, F., Rahimi Chegini, Z., Kianzadeh, A., Emami, F., and Abdi, H. (2012). A comparison of the effectiveness of game-based and traditional teaching on learning and retention of first grade math concepts, European Journal of Experimental Biology 2(6), 2099 -2102
  Brown, R. (2010). Does the introduction of the graphics calculator into systemwide examinations lead to change in the types of mathematical skills tested?Educational Studies in Mathematics, 73 (2), 181-203
  Cheeseman, J. (2009). Challenging Children to Think: Teacher behaviours that stimulate children to examine their mathematical thinking. In J. Novotna and H. Moarova (Eds.) Proceedings in the International Symposium Elementary Maths Teaching: Development of Mathematical Understanding, 11 -23. Prague: Charles University
  Drijvers, P. (2012). Digital Technology in Mathematics Education: Why it works (or it doesn’t). 12 th International Congress of Mathematics Education, Coex, Seol, Korea
  Ernest, P. (1986). Games. A rationale for their use in the teaching of mathematics in school, Mathematics in School 15 (1), 2 -5
  Flowerday, T., Schraw, G., and Stevens, J. (2004). The role of choice and interest in reader engagement. The Journal of Experimental Education, 72, 93-115
  Heid, M. K. (1998). Resequencing skills and concepts in applied calculus using the computer as a tool. Journal for Research in Mathematics Education, 19, 3 – 25
  Hohenwarter M, Hohenwarter J, Kreis Y, Lavicza, Z. (2008). Teaching and learning Calculus with free dynamic Mathematics software GeoGebra. Proceeding of International Conference in Mathematics Education 2008. Monterrey, Mexico
  Hopper, S. (2009). The effect of technology use on Student interest and understanding in Geometry, Studies in Teaching, Research Digest, 37-42
  Kokerić, M., Kreculj, D., and Vešović, R. (2016). Informatika u programiranoj nastavi matematike za učenike mlađih razreda osnovne škole. Zbornik radova Učiteljskog fakulteta Prizren -Leposavić, 10, 175-183
  Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C. C., and Chan, T. W. (2014). The effects of game-based learning on mathematical confidence: High ability versus low ability. Educational Technology and Society, 17(3), 65-78
  Lim, K. C., and Leong, K. E. (2016). A study of gamification on GeoGebra for remedial pupils in primary mathematics. Proceedings of the 21 st Asian Conference on Technology in Mathematics, Pataya, Thailand, 222-228
  Ljajko, E. and Ibro, V. (2013). Development of Ideas in a GeoGebra -aided mathematics instruction, Mevlana International Journal of Education (MIJE) 3(3),Special Issue: Dynamic and Interactive Mathematics Learning Environments, pp. 1-7
  Ljajko, E. (2018). GeoGebra as a tool in building two-and three-digit whole numbers, Proceedings of Scientific Conference Language, culture and education, pp. 651-662, Užice, Serbia
  Maričić, S. M, and Milinković, N. S. (2022). Spremnost učitelja za onlajn nastavu matematike tokom pandemije COVID-19. Zbornik radova Učiteljskog fakulteta Prizren -Leposavić, 18, 113-128
  Martin, A. J. (2007). Examining a multidimensional of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77 (2), 413-440
  Martin, A. J., Way, Y., Bobis, J., and Anderson, J. (2015). Exploring ups and downs of mathematics engagement in the middle years of the school. Journal of the Early Adolescence, 35(2), 199-244
  Martinovic, D., and Karadag, Z. (2012). Dynamic and interactive mathematics learning environments: the case of teaching limit concept. Teaching mathematics and its applications, 31(1), 41-48
  Oblinger, D., and Oblinger, J. (2005). Is it Age or IT: First steps towards understanding the net generation? In: D. Oblinger and J. Oblinger Eds., Educating the Net Generation.(2.1-2.20).Boulder, CO: EDUCAUSE
  Okur, M., and Aygenc, E. (2018). Video games as teaching and learning tool for environmental and space design. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 977-985
  Polycarpou, I., Krause, J., Rader, C., Kembel, C., Poupore, C., and Chiu, E. (2010). Math-City: an educational game for K-12 mathematics, Procedia Social and Behavioral Sciences 9, 845-850
  Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill
  Tokac, U., Novak, E., and Thompson, C. G. (2019). Effects of game-based learning on students’ mathematics achievement: A meta analysis. Journal of Computer Assisted Learning, 35(3), 407-420
  Umbara, U., Munir, R., Susilana, E. F., and Puadi, W. (2021). Algebra dominoes game: Re-designing mathematics learning during the covid-19 pandemic, International Journal of Instruction 14(4), 483-502