Abstract
This study explores how online mathematics games contribute to Grade 8 learners’ understanding of basic principles and more sophisticated aspects of algebra. This project documents the trajectory of a purposive sample of 30 Grade 8 learners doing mathematics and one mathematics educator. The study is premised on the argument that learners with the guidance of the teacher can grasp algebraic concepts better and learn to manipulate these imaginatively and independently, by integrating new online mathematics games into standard classroom teaching of mathematics. The study was located within the interpretive qualitative research paradigm and used a case study approach. Data were collected by means of (1) lesson observations, (2) questionnaires and (3) semi-structured interviews. The data collected were analysed through the lens of the sociocultural theory, social constructivism and the activity theory. This study supports the view, set out in the literature reviewed, that the way in which resources are utilised can substantially improve the teaching and learning of algebraic concepts. Teachers should encourage learners to venture into the world of online mathematics games to learn algebra because they help learners to be creative, look for patterns, make conjectures, collect data, express their own thoughts, accept the ideas of others and establish structured forms of cooperation. The teacher’s role is to show and guide the learners how to use online mathematics games to solve mathematics problems. This study’s main recommendation, among others, is a revision of the curriculum to integrate online mathematics games into all subjects in classrooms at all levels.
Highlights
As the result of complex historical, socio-economic and political factors, post-liberation South Africa presently is embroiled in a predicament in mathematics education, especially in algebra, which has resulted in the country positioned last in the Third International Mathematics and Science Study (Smith & Hardman, 2014, p. 22)
Many authors argue that algebra teaching in South Africa could be improved by providing suitable and well-designed online mathematics games that address learners’ weaknesses in algebraic concepts (Jupri & Drijvers, 2016, p. 2)
In statement 2 the results revealed that most of the participants (83%) agreed that they felt comfortable playing online mathematics games while (17%) disagreed with the statement
Summary
As the result of complex historical, socio-economic and political factors, post-liberation South Africa presently is embroiled in a predicament in mathematics education, especially in algebra, which has resulted in the country positioned last in the Third International Mathematics and Science Study (Smith & Hardman, 2014, p. 22). Given the potential benefits of online mathematics games to mathematics education nationally, including stimulating learners’ interest in the subject, placing this new technology in schools could arrest the deepening crisis in an affordable, democratic and timeous manner. This will enable shifts in pedagogical practices and potentially benefit learners’ learning. This study, aims to investigate how online mathematics games help Grade 8 mathematics learners understand algebra. Many authors argue that algebra teaching in South Africa could be improved by providing suitable and well-designed online mathematics games that address learners’ weaknesses in algebraic concepts The research question guiding this study is: How do online mathematics games contribute to algebra understanding in Grade 8? In order to answer this general research question, the study asked the following subquestions: (1) What aspects of Grade 8 algebra are improved through learners’ exposure to online mathematics games? (2) How does an online mathematics game contribute to learners’ understanding of algebra in Grade 8?
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