Integrating Games into the Early Statistics Classroom: Teachers’ Professional Development on Game-Enhanced Learning

Abstract

Digital games hold a lot of promise as tools for improving statistics instruction in the early school years. The research discussed in this chapter aimed at equipping a group of in-service primary teachers with the knowledge, skills, and practical experience required to effectively integrate digital games within early statistics education. The study took place within an in-service teachers’ professional development program focused on game-enhanced mathematics teaching and learning. The program was designed based on the technological pedagogical and content knowledge (TPACK) framework and was attended by six educators teaching at the lower primary school level (Grades 1–3; ages 6–9). Participants experimented with different ways in constructivist gaming environments could get integrated into the early primary mathematics curriculum to motivate young children and to help them internalize important concepts, including key ideas related to data analysis and probability. They also developed and delivered instructional episodes integrating the use of digital games in different areas of the early mathematics curriculum. This chapter discusses the impact of the study on teachers’ perceptions regarding game-based statistical learning and on their competence in selecting, evaluating, and productively utilizing digital games as an instructional tool in the early years of schooling.