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Permanent link (DOI): https://doi.org/10.7939/R36D5PQ6B

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ENGAGE 2017: Celebration of Research and Teaching Excellence

Developing Mathematical Processes Through Commercial Games Open Access

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Author or creator
McFeetors, Janelle
Palfy, Kylie
Ireland, Kaitlyn
Additional contributors
Subject/Keyword
Mathematics education
Elementary school
Reasoning
Communication
Visualization
Action research
Type of item
Conference/workshop Poster
Language
English
Place
Time
Description
LEARNING THROUGH GAMES Students can develop a meaningful understanding of mathematical ideas through games before they move toward abstractions (Dienes, 1971). Ernest (1986) identified three educational uses of games: gain skill-based fluency, develop conceptual understanding, and refine problem solving. THEORY OF EXPERIENCE Theoretically, the study is grounded in Dewey’s (1938/1997) notion of educative experiences through activity and reflection. Moreover, games provide opportunities for foundational experiences, as those (inter)actions and reflections that prepare students for more formalized learning in subsequent mathematics classes. MATHEMATICAL PROCESSES Rather than content as the unifying element in curriculum, Costa and Liebmann (1997) suggest processes could be the focus of students’ learning. Mathematical processes are ways in which students are active in doing mathematics. The provincial curriculum (Alberta Education, 2007/2015) identifies the following processes: communication, connections, mental mathematics and estimation, problem solving, reasoning, technology, and visualization. Opportunities for children to develop mathematical processes are imperative if these processes are to be used to understand specific mathematics content.
Date created
2017/04/20
DOI
doi:10.7939/R36D5PQ6B
License information
Attribution-NonCommercial 4.0 International
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2017-08-14T12:32:09.011+00:00
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