Evaluation of Mathematical Game Design Skills of Pre-Service Classroom Teachers

Pusat Pilten,Ramazan Divrik,Gülhiz Pilten

doi:10.26822/iejee.2017236120

Pusat Pilten, Ramazan Divrik + Show 1 more

Open Access

https://doi.org/10.26822/iejee.2017236120

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Abstract

The purpose of the research is to evaluate the games prepared by pre-service classroom teachers within the scope of “Mathematics Teaching 1” and “Mathematics Teaching 2” courses, which are included in the undergraduate classroom teaching programs in Turkey, and to make predictions on the game design skills of pre-service teachers through them. The study has been conducted as a case study which is one of the qualitative research designs. The sampling group has been composed of 108 mathematical games designed by 386 undergraduate students, who were third year students at Necmettin Erbakan University, department of classroom teaching in 2015-2016 academic year, fall and spring semesters. Data collected through interviews and observations have been analysed with the help of descriptive analysis method. Results indicate that pre-service teachers failed at designing games that are satisfactory in terms of “Game Rules”, “Goals and objectives”, “Outcomes and feedback” and “Interaction”. This can be taken as one of the main indicators of general failure in game designs. According to the other findings, game designs developed by pre-service teachers were partially or completely satisfactory in terms of “Conflict (Competition, challenge, opposition)” and “Story”. Keywords: Mathematics education, pre-service classroom teachers, game design

Highlights

Games can be defined as activities that are done voluntarily and freely, provide a source of happiness, stimulate all developmental aspects of children and improve skills and emotions (Razon, 1985)
A general evaluation of the information presented above shows that the effective use of games as an educational tool or teaching method especially focusing on cognitive development is very important and game design must be taken systematically for maximum educational benefit
The purpose of the present research is evaluating the games prepared by pre-service classroom teachers within the scope of “Mathematics Teaching 1 and Mathematics Teaching 2” courses, which are included in the undergraduate classroom teaching programs in Turkey, and making predictions on the game design skills of pre-service teachers through these

Summary

Introduction

Games can be defined as activities that are done voluntarily and freely, provide a source of happiness, stimulate all developmental aspects of children and improve skills and emotions (Razon, 1985). The common main finding of these studies is that games enable students do “a mental training” In this sense, students participating in games constantly encounter with decision-making cases during the game, and they use problem solving strategies for complex tasks involving interwoven sub-tasks (Johnson, 2005). The related literature includes many studies reporting that educational games are very important in developing decision-making, design, strategy, cooperation and problem solving skills of students, and they are valuable tools for learning and teaching processes (McFarlane, Sparrowhawk, & Heald, 2002; Cohen Group Report, 2011). The related literature includes many different models defining effective game design (Holland et al, 2003; Prensky, 2003; Dondlinger, 2007; Moreno-Ger et al, 2008; Shute & Ke, 2012; Whitton, 2012). The story of the game can be presented at the beginning of the game or can be presented in more detail within the game

Objective

Participants

Evaluation of the game

Findings

Results and Discussion