Abstract
Purpose: This study examined TPACK model as it relates to teacher’s knowledge categories such as methods of teaching subject matter (content knowledge) curriculum knowledge, knowledge about technology and pedagogical know-how etc. Approach/Methodology/Design: Conceptual analysis was discussed to establish content selection, performance procedure and problem-solving while designing an object-based game. Among the templates identified and used for Object-Based Game model are analog game model, managing learning procedure etc. The study adopted formative research in order to elucidate functional concepts and variables within the study. Findings: Games are repertoire of teaching aids and research paradigm which revolves philosophical learning theories and gaming processes. The quality of game developed depends on the qualifications; i.e. proficiency in mathematical theories and their interrelations to suit instructional concepts of game development and creative thinking abilities, pedagogical skills are required to identify learning pattern. There is a need to incorporate self-motivated experience scenes such as gaming, which characterize play and activity as being the young child’s most powerful tool in all areas of learning particularly Mathematics. Practical Implications: The study presents practical implications for teachers of mathematics. Contextualization helps learners to link new ideas to prior knowledge, and the proposed model in this study could be validated and applied in teaching mathematic concepts. Originality/value: The study adopted formative research in order to elucidate functional concepts and variables within the study. Technological Pedagogical and Content Knowledge (TPACK) object-based Mathematic card games model is designed as powerful and potential learning tools.
Highlights
Enhancing teaching and learning outcomes through technology has been a major concern in the educational block
Survey and classroom ecology types of qualitative analysis were adopted in the study and these involve the collection of texture and insightful ideas due to synergy building (Creswell & Planoclark, 2007).Formative research was used to design and develop the process in contextual structure in the discovery of the underlying elements with the intention, leading the design of this study towards a naturalistic case of formative research
The findings were grouped based on processes related to the creation of card games, human relations among players and instructional design model process can be summarized as the following: (a) Content selection in object-based game design involves what to teach, objectives the game intends to achieve and problem to be solved within subject matter drawn from Mathematics curriculum and it relates to:
Summary
Enhancing teaching and learning outcomes through technology has been a major concern in the educational block. Many researchers identify inherent unfairness in school-based teaching techniques, lack of adequate instructional materials, truancy, and assessment (Asim, 2007), which may result from teachers’ incompetency in assessment and learning delivery (Asim, Kalu, Idaka, & Bassey, 2009). These problems have been blamed in part, on the methods of 53 |. This has been a major challenge in educational thinking and policy formulations in recent times. The situation in Nigeria is that, academic performance in post-primary education is still deplorably low in Mathematics, both in the certificate and non-certificate examinations (Asimeng-Boahene, 2010)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
