Arithmetic Game Research Articles

Reconsidering conceptual knowledge: Heterogeneity of its components

Cognitive arithmetic classically distinguishes procedural and conceptual knowledge as two determinants of the acquisition of flexible expertise. Whereas procedural knowledge relates to algorithmic routines, conceptual knowledge is defined as the knowledge of core principles, referred to as fundamental structures of arithmetic. To date, there is no consensus regarding their number, list, or even their definition, partly because they are difficult to measure. Recent findings suggest that among the most complex of these principles, some might not be “fundamental structures” but rather may articulate several components of conceptual knowledge, each specific to the arithmetic operation involved. Here, we argue that most of the arithmetic principles similarly may rather articulate several core concepts specific to the operation involved. Data were collected during a national mathematics contest based on an arithmetic game involving a large sample of 9- to 11-year-old students (N = 11,243; 53.1% boys) over several weeks. The purpose of the game was to solve complex arithmetic problems using five numbers and the four operations. A principal component analysis (PCA) was performed. The results show that both conceptual and procedural knowledge were used by children. Moreover, the PCA sorted conceptual and procedural knowledge together, with dimensions being defined by the operation rather than by the concept. This implies that “fundamental structures” rather regroup different concepts that are learned separately. This opens the way to reconsider the very nature of conceptual knowledge and has direct pedagogical implications.

Approximate arithmetic training does not improve symbolic math in third and fourth grade children.

Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park etal., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic. We conducted a randomized controlled trial with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children. We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance. A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.

PENGUATAN PEMBENTUKAN KARAKTER BERBASIS PERMAINAN BERHITUNG ORANG NGADA

This paper offers the meaning of 'arithmatic game' in local traditions of Ngada. The theory being used is oral tradition theory and modification of diffusion theory neodifusionist who shows the encounter of the spirituality values ​​of muzi sadho from local religion and the 'perfect life' spirituality of the Roman Catholic Church. The nine spirituality hierarchies are found in the meaning of ‘arithmetic game’ can influence contemporary Ngada people to strengthen the formation of his human character to fight the phenomenon of public outragein the new millennium era.

Should online math learning environments be tailored to individuals’ cognitive profiles?

Online learning environments are well-suited for tailoring the learning experience of children individually and on a large scale. An environment such as Math Garden allows children to practice exercises adapted to their specific mathematical ability; this is thought to maximize their mathematical skills. In the current experiment, we investigated whether learning environments should also consider the differential impact of cognitive load on children’s math performance depending on their individual verbal working memory (WM) and inhibitory control (IC) capacity. A total of 39 children (8–11 years old) performed a multiple-choice computerized arithmetic game. Participants were randomly assigned to two conditions where the visibility of time pressure, a key feature in most gamified learning environments, was manipulated. Results showed that verbal WM was positively associated with arithmetic performance in general but that higher IC predicted better performance only when the time pressure was not visible. This effect was mostly driven by the younger children. Exploratory analyses of eye-tracking data (N = 36) showed that when time pressure was visible, children attended more often to the question (e.g., 6 × 8). In addition, when time pressure was visible, children with lower IC, in particular younger children, attended more often to answer options representing operant confusion (e.g., 9 × 4 = 13) and visited more answer options before responding. These findings suggest that tailoring the visibility of time pressure, based on a child’s individual cognitive profile, could improve arithmetic performance and may in turn improve learning in online learning environments.

Reality-based interaction affecting mental workload in virtual reality mental arithmetic training

ABSTRACT The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users’ capabilities. This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomised controlled trial with sixty school children, a mental arithmetic game was tested with three different interaction and two different presentation methods – VR RBI, VR head-mounted-display tapping and tablet flick-gesture. Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style.

Strategy synthesis for linear arithmetic games

Many problems in formal methods can be formalized as two-player games. For several applications—program synthesis, for example—in addition to determining which player wins the game, we are interested in computing a winning strategy for that player. This paper studies the strategy synthesis problem for games defined within the theory of linear rational arithmetic. Two types of games are considered. A satisfiability game , described by a quantified formula, is played by two players that take turns instantiating quantifiers. The objective of each player is to prove (or disprove) satisfiability of the formula. A reachability game , described by a pair of formulas defining the legal moves of each player, is played by two players that take turns choosing positions—rational vectors of some fixed dimension. The objective of each player is to reach a position where the opposing player has no legal moves (or to play the game forever). We give a complete algorithm for synthesizing winning strategies for satisfiability games and a sound (but necessarily incomplete) algorithm for synthesizing winning strategies for reachability games.

Non-symbolic approximate arithmetic training improves math performance in preschoolers

Math proficiency at early school age is an important predictor of later academic achievement. Thus, an important goal for society should be to improve math readiness in preschool-age children, especially in low-income children who typically arrive in kindergarten with less mathematical competency than their higher income peers. The majority of existing research-based math intervention programs target symbolic verbal number concepts in young children. However, very little attention has been paid to the preverbal intuitive ability to approximately represent numerical quantity, which is hypothesized to be an important foundation for full-fledged mathematical thinking. Here, we tested the hypothesis that repeated engagement of non-symbolic approximate addition and subtraction of large arrays of items results in improved math skills in very young children, an idea that stems from our previous studies in adults. In the current study, 3- to 5-year-olds showed selective improvements in math skills after multiple days of playing a tablet-based non-symbolic approximate arithmetic game compared with children who played a memory game. These findings, collectively with our previous reports, suggest that mental manipulation of approximate numerosities provides an important tool for improving math readiness, even in preschoolers who have yet to master the meaning of number words.

Modeling the Adaption Rule in Contextaware Systems

Context awareness is increasingly gaining applicability in interactive ubiquitous mobile computing systems. Each context-aware application has its own set of behaviors to react to context modifications. This paper is concerned with the context modeling and the development methodology for context-aware systems. We proposed a rule-based approach and use the adaption tree to model the adaption rule of context-aware systems. We illustrate this idea in an arithmetic game application.

Applying an e-PBL Platform to Develop a Storytelling-Based Arithmetic Card Game

Mathematics is a very important learning subject. Mathematical knowledge can be learned by traditional or distance learning, but the mathematical problem solving ability is hard to improve without experiences through practice. Therefore, developing an interesting learning game to enhance students’ problem solving ability is the major concern in this paper. Since the storytelling strategy has been proved to be useful to enhance the students thinking ability, we develop a storytelling-based arithmetic card game to encourage and guide students to speak out their thinking process of problem solving, where the e-Project-Based Learning (e-PBL) platform has been applied to brainstorm the characteristics of the game and construct the storytelling script. Thus, the misconceptions can be easily diagnosed. To evaluate the performance of our approach, 40 5-grade primary school students have participated in the storytelling-based arithmetic card game experiment. The experimental result shows that the storytelling-based learning can enhance the mathematical problem solving ability via playing the game.

"Se você quiser me lobolar" - considerações sobre olobolana África do Sul contemporânea

ResumoO lobolaou o "preço da noiva" praticado pelos zulus na África do Sul é analisado aqui como um "portal" através do qual as pessoas negociam as suas formas de pertencimento a uma casa/família. A negociação ocorre a partir da especulação sobre a complexa aritmética que forma o número 11 de vacas dolobola. Concluo que o "pagamento" parcial do lobolaou a sua ausência desencadeia noções de pertencimento e uma ontologia distintas daquelas observadas nos casos em que uma mulher é "fully loboled" [totalmente lobolada]. Tal distinção, porém, não corresponde à ideia de ilegitimidade de filhos produzidos fora do casamento.

Orienting-Defense Responses and Psychophysiological Reactivity in Isolated Clinic versus Sustained Hypertension

This study sought to determine whether patients with white-coat or isolated clinic hypertension (ICH) show, in comparison to patients with sustained hypertension (SH), a defense response pattern to novel stimuli and an enhanced psychophysiological reactivity to stress. Forty-three patients with essential hypertension were divided into two groups after 16 days of self-monitoring blood pressure (BP): ICH (24 men; self-measured BP < 135/85 mmHg) and SH (19 men; self-measured BP ≥ 135/85 mmHg). Defense responses were measured as the cardiac changes to phasic non-aversive auditory stimuli. Psychophysiological reactivity (heart and breath rate, blood volume pulse, electromyography, and skin conductance) was measured during mental arithmetic and video game tasks. The standard deviation of self-measured BPs and the difference between mean BPs at work and at home were used as indicators of cardiovascular reactivity to daily stress. No significant differences were seen in defense responses or psychophysiological reactivity to laboratory or naturally occurring stressors. These results do not support the hypothesis that ICH can be explained in terms of a generalized hyperreactivity to novel or stressful stimuli.

Teaching arithmetic to low-performing, low-SES first graders

To develop their logico-mathematical foundation of number as described by Piaget (1947/1950, 1967/1971, 1971/1974), 26 low-performing, low-SES first graders were given physical-knowledge activities (e.g., Pick-Up Sticks and “bowling”) during the math hour instead of math instruction. During the second half of the school year, when they showed “readiness” for arithmetic, the children were given arithmetic games and word problems that stimulated the exchange of viewpoints. At the end of the year, the children in the experimental group were compared with a similar (low-performing, low-SES) group of 20 first graders who received traditional exercises focusing narrowly on number (e.g., counting objects, making one-to-one correspondences, and answering questions like 2 + 2). The experimental group was found to be superior both in mental arithmetic and in logical reasoning as revealed by word problems.

Designing a knowledge-based learning environment for arithmetic concepts

A knowledge-based learning environment, called ENIGMA, has been developed. This system is centred on an arithmetic game and is intended at being used in teaching arithmetic at primary/secondary school level (pupils from 9 to 12). The underlying pedagogical choices of the system will be analysed in this paper and the corresponding technical solutions which have been adopted will be illustrated.

Bytes for Brights: Six Arithmetic Programs

If kids are going to spend hours playing video games, they should be learning something. Enter “zap-zap” math games. That's what I call them. They transfer the excitement of the video game arcade to the home or classroom computer. Do kids like them? Yep, you bet they do. Are they good? Yes, but they do not replace a teacher. A gifted child has as much right to a teacher as any other child. Five of the six arithmetic games (all for 48K Apple II, II+, IIe) reviewed here have some arcade quality. Space Math and Math Blaster are the more obvious examples. In writing Fractions, EduWare abandoned the game format for a more formal approach that is smoothly and logically well executed. As with shoes, children are likely to outgrow some of these games quickly. Stickybear numbers will have the shortest useful life, although, children will also quickly outgrow Fractions, the best educational program in this report. In part that is testimony to how well it is written. Those programs would be a better investment for a school than a home unless your friend down the street will buy them from you when you are finished with them. Space Math and Math Blaster have enough built-in flexibility to last a child several years. You can get your money's worth out of all six of these programs. Math Blaster, Space Math, Fractions, and Knowing Numbers are Best Buys. If you are looking for a program for arithmetic fact drills for your limited budget, Math Blaster is the best investment.

Things you can try: Arithmetic games

Often there is little variation in the setting in which children practice arithmetic skills (basic combinations and algorithms). In many cases the practice is unchallenging and unrewarding. An appropriate game can provide children with both a challenging and rewarding experience and an opportunity to discover mathematical concepts. Some games that have been used successfully with children at all levels are described below.

Arithmetic card games

We all realize how important it is to provide youngsters with a variety of reinforcing opportunities that promote the acquisition of a knowledge of number facts. Playing arithmetic card games that have been adapted from games familiar to children and young adults not only is an enjoyable social experience for pupils, but serves as an interesting school or home activity that enhances facility with the number facts.

Wagner, Guy, Max Hosier, and Laura Gilloley. Arithmetic games and activities, 1964, 139 P. $2.25; WAGNER, GUY, MAX HOSIER, AND MILDRED BLACKMAN. Language Games, 1963, 144 P. $2.25; WAGNER, GUY, MAX HOSIER, AND MILDRED BLACKMAN. Listening Games, 1960, 132 P. $2.25; WAGNER, GUY AND MAX HOSIER. Reading Games, 1960. 128 p. $2.25; WAGNER, GUY, EDNA CHRISTOPHEL, AND LAURA GILLOLEY, Social

Science EducationVolume 50, Issue 4 p. 399-399 Book Review Wagner, Guy, Max Hosier, and Laura Gilloley. Arithmetic games and activities, 1964, 139 P. $2.25; WAGNER, GUY, MAX HOSIER, AND MILDRED BLACKMAN. Language Games, 1963, 144 P. $2.25; WAGNER, GUY, MAX HOSIER, AND MILDRED BLACKMAN. Listening Games, 1960, 132 P. $2.25; WAGNER, GUY AND MAX HOSIER. Reading Games, 1960. 128 p. $2.25; WAGNER, GUY, EDNA CHRISTOPHEL, AND LAURA GILLOLEY, Social Study Games and Activities, 1964. 114 P. $2.25; WAGNER, GUY, MAX HOSIER, MILDRED BLACKMAN AND LAURA GILLOLEY. Educational Games and Activities, 1966. 156 P. $3.50. Darien, Connecticut (23 Leroy Ave.): Teachers publishing corporation First published: October 1966 https://doi.org/10.1002/sce.3730500424AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume50, Issue4October 1966Pages 399-399 RelatedInformation

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