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Mathematical experience in game-based problem-solving
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DOI：10.1111/jcal.12938.png)
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Abstract
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BackgroundGame-based learning can frame problem-solving as a sense-making experience with domain-specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem-oriented learning environment.Objectives and MethodsWith an architecture-themed mathematics learning game, we conducted two mixed-method studies to explore the impact and design of game-based mathematical experience on the math problem-solving performance of middle school students.Results and ConclusionsThe study findings suggested a positive impact of game-based math experience on math problem-solving for middle school students. Problematization-oriented game-based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics.TakeawaysThe current research findings support the initiative to frame learning as a sense-making experience with domain-specific tasks and inform the design of game-based mathematical experience and learning support. What is already known about this topicRealistic mathematical practices frame learning as a sense-making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain-specific tasks.Game-based simulation of math tasks framed learning as sense-making experience.Game-based math experiencing promoted math contextual problem-solving performance.Structuring features enhanced problematized experiencing with math tasks.Implications for practice and/or policyTeachers can integrate and facilitate game-based math experiencing in class.Efforts should be made to make game-based math tasks meaningful for students.
Keywords:
conation
game-based learning
mathematics
problematize
structuring
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