Mathematical Game Research Articles

Teaching younger students to solve problems to determine a winning strategy

One of the ways to effectively teach informatics in primary school is to provide an entertaining character of learning. Entertaining tasks include tasks for game strategies that allow younger schoolchildren to learn to search for a winning strategy when playing with chips, checkers, dominoes, mathematical lotto, etc. The purpose of the article is to describe the features of teaching younger schoolchildren to solve problems to determine a winning strategy in an analytical way. The article discusses the basic concepts of game theory necessary for solving problems of determining a winning strategy at the level of primary general education: the definition of mathematical games, their rules, the concepts of winning strategy and correct game. The methods of solving games with a symmetric winning strategy and with a winning strategy of addition to a number, a description of winning strategies and an example of an algorithm for one of the considered problems are given. It is concluded that the ability to determine a winning strategy can be attributed to meta-subject skills.

Mathematical game performance as an indicator of deliberate practice

The traditional classroom setting presents challenges when it comes to strengthening adaptive expertise in mathematics education through deliberate practice. This study aimed to investigate whether the Number Navigation Game (NNG) could help promote deliberate practice, and whether students’ performance in the game was related to their development of Adaptive Number Knowledge, perceived challenge, flow, and math interest. NNG is a game-based learning environment that requires students to progress by solving increasingly complex arithmetic problems, which is crucial for promoting adaptive number knowledge. Game performances of 214 Finnish students were analyzed and compared to the best possible performance for each game level. A growth mixture model based on the students' relative performance levels was used to gain insight into how students' game performance changed throughout the game, and how this related to their knowledge gains, perceived challenge, math motivation, and flow. There were four different profiles of students' game performance. The largest profile consisted of students who steadily improved their performance in the game, despite initially having lower-than-average performance. This group experienced lower levels of flow but achieved larger learning gains than the other groups, suggesting that their engagement may be more aligned with deliberate practice.

Learning and Motivation When Using Multiple-Try in a Digital Game for Primary Students in Chile

The number of attempts to provide students is a key instructional characteristic in computer-based learning (CBL). However, it has not been covered extensively, and there is a need to delve deeper into the factors affecting multiple-try performance and allowing its successful use, including the learner’s involved emotional processes. This study examines the effects of multiple-try on a drill-and-practice mathematical game devoted to primary school students. A total of 73 students from four courses from two schools participated in the experiment. They were randomly assigned to a 3-attempt multiple-try (MTF) and a single-try knowledge of correct response (KCR) conditions. The study covered impacts on learning performance, together with motivation, effort, pressure, and the value of students regarding the learning activity based on the self-determination theory (SDT) perspective and its cognitive evaluation sub-theory (CET). The study’s main findings were that (a) the MTF condition outperformed KCR in terms of students’ learning gains; (b) MTF presented higher levels of perceived competence and autonomy, which, according to SDT, fosters motivation and learning; (c) a cost was yielded in students’ perceived pressure under MTF; and (d) perceived effort and value was similarly high for both conditions despite learning differences. This study complements the existing literature on multiple-try, providing insights into what conditions are beneficial for multiple-try use.

Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers

In this study, it was aimed to reveal the mathematical games designed by secondary school preservice mathematics teachers and their views on this process. The participants of the study, in which a case study, one of the qualitative research designs, was used, consisted of 45 pre-service secondary school mathematics teachers who took the Teaching Mathematics with Games course. The data obtained from the study were subjected to descriptive and content analysis. According to the results obtained from the study, while the majority of the games were designed as board/card games, the most preferred learning area was numbers and operations. In addition, according to the grade levels, the most games were designed for the 8th grade and the least for the 5th grade level. In the process of mathematical game design, pre-service teachers mostly aim to provide meaningful learning, develop procedural skills, reinforce what has been learned, and make learning mathematics fun. In addition, although the pre-service teachers experienced some difficulties during the game design process, it was determined that this process affected them positively in cognitive, affective, and pedagogical terms.

Distinctive Features and Design for Mathematics Learning Mobile Games in Elementary School Students

This paper assesses the implementation of the framework for building new Distinctive Features and design mathematics games. We explain how to design a typical mathematics game according to the learning needs of elementary school students. Next, we explain how to build new Distinctive features that are unique to students' needs and can be run in math games. We explain the importance of constructing mathematics game features and designs that suit the characteristics of primary school students. We conclude that the selection of distinctive features and game design according to students' needs are the most important aspects in building an interesting mathematics learning experience. This conclusion was obtained from the results of usability tests on elementary school students. This paper has broad implications in the development of elementary school games.

Examination of the Interactive Digital Mathematics Games According to NCTM Standards

This study aimed to examine the interactive digital games that are open to access at the secondary education level on the Education Informatics Network [EIN] platform according to NCTM standards. 20 interactive mathematics games that are open to access on the EIN platform have been reached. Accessed games were analysed descriptively with a code book developed by Joung and Byun (2021) based on the NCTM Content and Process Standards. According to the results of the study, it was determined that the majority of the games are focused on the Numbers and Operations. All of the games targeted fifth and sixth graders, and no games were included for probability domain. Geometry has the highest mean scores for content standards while algebra has the lowest. Games related to geometry, measurement, and numbers exhibit a moderate degree of alignment with the underlying content domains, whereas games centered on data and algebra show a relatively weaker correspondence between the content and the contextual aspects of the game. On the other hand, as for the process standards, algebra has the highest mean scores while geometry and numbers have the lowest mean scores. Highest mean scores for process standards belong to problem solving for data, reasoning and proof for measurement, connections for data and algebra, representations and communication for algebra. Among the process standards, reasoning and proof, and communication were represented with the lowest means for all domains. Considering the results it is advisable to revise digital interactive mathematics games to meet the content and process standards.

A Systematic Review of Digital Mathematics Game Articles Published in Peer-Reviewed Journals in Türkiye From 2005 to 2023

The current study aimed to provide a detailed synthesis of the literature on digital mathematics games and to gain an in-depth understanding of the current status of research on digital mathematics games. For this purpose, digital mathematics game articles published in peer-reviewed journals from 2005 to 2023 were systematically reviewed. To locate these articles, the following keywords were searched in TR Index, DergiPark Academic, and Google Scholar: “digital game”, “video game”, “computer game”, “interactive game”, “mobile game”, and “serious game”. The articles retrieved from the search were subjected to a two-stage screening process. First, the titles and abstracts of the articles were examined. Second, their full texts were examined. After the screening process, 26 articles that suited the purpose of the study were determined. Relevant data from the selected articles were extracted manually, recorded in an Excel spreadsheet, and finally synthesized. The findings were reported using the following research trends: (i) research aims, (ii) research methodologies, (iii) research participants, (iv) sample sizes, (v) designers of the digital mathematics games, (vi) environments used for designing digital mathematics games, and (vii) learning domains of the digital mathematics game topics. The findings are discussed based on the literature and implications for stakeholders are presented.

Development of <i>algebrameter</i> for remediating junior secondary school students’ learning difficulties in mathematics

The purpose of the study was to develop mathematical instructional card game titled <i>algebrameter</i> and determine its efficacy in remediating junior secondary school (JSS) students’ learning difficulties in algebra and geometry. The study employed research and development design. A sample of 120 JSS II students drawn from a population of 4800 JSS II students in Nsukka Education Zone, using multi-stage sampling procedure participated in the study. Algebra and geometry achievement test (AGAT) comprised 30 multiple choice questions developed by the researchers was used for data collection. The internal consistence of AGAT was determined using Kuder-Richardson formula 20 (KR-20) formula, which yielded α value of 0.82. Research questions were answered using mean and standard deviation while the hypothesis was tested using analysis of covariance. The results of this study revealed that students who were exposed to <i>algebrameter</i> significantly performed better than students who were not exposed to <i>algebrameter</i> package.

A Theoretical Analysis in Choosing Between Profit-Loss Sharing and Interest-Based Contracts: A Simple Game Model

Purpose — This study aims to investigate how participants decide between profit-loss sharing contracts (PLSC) and interest-based contracts (IBC) in an interactive environment. PLSC and IBC are two interesting financial arrangements. They are similar in that both transfer money from people who have excess money to those who are in need, but they are extremely different in sharing risks between participants. Design/Methodology/Approach — The participants’ profits change based on their role (as an investor or entrepreneur) and the selected contract because the contracts are entirely different in sharing or shifting risks. Thus, in the first step, various profit functions are constructed that differ according to each party’s role and major factors relevant to each contract. Afterwards, a mathematical game model (GM) is developed to consider the parties’ interaction concurrently. A numerical example also verifies the results. Findings — The results show that the business output level, auditing costs, collateral related costs, and market conditions or state of the economy (SoE) are major factors in deciding between IBC and PLSC. Originality/Value — This research sets up various profit functions (based on players’ roles and contracts), enriching them by the contract-related factors and SoE and developing a GM. The existing literature focuses on the investor’s optimal contract, while concluding a contract needs the mutual consent of the involved parties, not only the investor’s inclination. Practical Implication — This research provides a guideline for ‘parties’ share in PLSC’ and generally accepted auditing standards for auditing PLSC.

Методы поддержки принятия решений в оперативном управлении при чрезвычайных ситуациях: обзор исследований

The article examines the problem of operational management in emergencies. At the content level, an analysis of strategic, tactical and operational management in emergency situations was carried out, and their intended purpose was determined. The content of operational management decisions at different stages of emergency situations has been studied. Limitations that directly affect operational management in emergencies have been identified. 
 A systematic analysis of scientific research is carried out and examples are given in the context of work related to operational management in emergencies regarding the stages of emergency development. Research highlights include articles in the fields of mathematical modeling, simulation modeling, game theory and decision making, artificial intelligence and knowledge management. The main promising directions for further research have been identified.

Designing Interactive Mathematics Educational Games using the Digital Game-Based Learning-Instructional Design (DGBL-ID) Method

Educational games are currently widely used as supporting media in the teaching and learning process. One of the elementary school subjects that require supporting media is mathematics. In the process of making interactive mathematics educational games for elementary school students, game developers must make a design first. The appropriate design method for this research is the Digital Game-Based Learning-Instructional Design (DGBL-ID) method. The DGBL-ID method is a development method for making educational games that can be adapted to learning materials. The purpose of this research is to help game developers in making mathematical game applications that are adapted to the 2013 curriculum that is currently applied. The focus of this research is on the analysis and design stages contained in the DGBL-ID method. The results of this research are in the form of designing games-based interactive mathematics learning media that can be used as a guide for game developers in making interactive mathematics educational games. With this design, game developers can find out what educational games are needed by users according to the characteristics and objectives of learning mathematics.

Mathematics Mobile Game Visual Asset Design

Mathematics is one of the compulsory subjects for students in Indonesia. Mathematics is one of the quality of learning subjects, especially math during the epidemic seoson, the learning materials are effective, interesting ang not boring for students. One way is to create educational games using mobile phones. Educational game is an Android based mobile game that makes it easier for users to use it anywhere and anytime than other platforms, same as a computer. Therefore, the problem posed in this research is How to generate mathematical mobile game image assets? Solution to this research problem is how to design visual assets with a natural theme. So create some icons, buttins and background design with forest design, wood design and another math related objects. It is then incorporated into the final design. End of the result from this research is visual game assets can be used to make games easy to operated and enjoyable, especially for elementary student in grades 3 and below.

INTRODUCING THE CARD EDITING APPLICATION OF THE LIMSTROM DIDACTIC GAME

Game-based learning plays an important role in all education and learning processes, including higher education nowadays. In the course, Mathematical Analysis, offered during the first semester, all students studying informatics learn about sequences of real numbers, convergence, and limits. These concepts are of key importance to understand advanced mathematical concepts and successfully complete advanced courses. Based on the benefits of game-based learning we came up with the idea of LimStorm that helps study groups of 4-10 students to learn and practice the limits of sequences of real numbers. In our paper we introduce a self-developed application which is suitable for generating decks of mathematical didactic card games, for example the deck of LimStorm. Keywords: game-based learning, didactic game, active learning methods, limit of the sequence, card games

Ethnomathematics Learning to Improve Students' Understanding for Numeracy Concepts

The Implemented several types of traditional games in learning mathematics, for example by using congklak media to improve numeracy skills. The application of traditional games helps students learn mathematics learning material more easily. This study aims to integrate congklak games to introduce the concept of arithmetic operations to elementary school students in learning mathematics. This study uses a quantitative approach to the experimental research method. The subjects of this study were students of state elementary school 51 at Bengkalis Regency, Riau Province, Indonesia. Data collection techniques used in this study using test techniques. The research instrument grid used was a test of students' numeracy concept abilities. The resut of this study is finding increasing students' understanding of numeracy concepts students who are given learning to count by applying learning methods that apply ethnomathematics through the congklak game is much better than students who are given learning to count by applying the old way. So it can be stated that the application of Ethnomathematics in Learning can improve Students' Understanding of Numeracy Concepts significantly compared to learning using the usual method.

Preface to the Special Issue “Fixed Point Theory and Dynamical Systems with Applications”

Since the celebrated Brouwer’s fixed point theorem and Banach contraction principle were established, the rapid growth of fixed point theory and its applications have led to a number of scholarly essays studying the importance of its promotion and application in nonlinear analysis, applied mathematical analysis, economics, game theory, integral and differential equations and inclusions, dynamic systems theory, signal and image processing, etc [...]

Development of a Discovery Learning Learning Model Combined with Literacy Activities and Educandy Games in Learning Mathematics

Development of a Discovery Learning Learning Model Combined with Literacy Activities and Educandy Games in Learning Mathematics

Pelatihan dan Pendampingan Pengimplementasian Alat Peraga Kopermatik Bagi Guru Sekolah Dasar

Elementary school teachers in Cluster II Gerung District are still very rare in using visual aids in teaching mathematical concepts. As a result, students have difficulty understanding abstract mathematical material, while elementary school children are still at the concrete thinking stage. Therefore, this activity aims to train and assist elementary school teachers in Cluster II Gerung District in implementing Kopermatik teaching aids (Mathematics Game Boxes) for classroom learning. The training method includes discussions and demonstrations in making and using Kopermatik teaching aids as well as simulations in utilizing the Kopermatik teaching aids. This service activity was carried out at an elementary school in Gerung District, with 18 elementary school teachers participating. The results of the data analysis show that the teachers participating in the activity: (1) are enthusiastic and communicative in participating in the activity, (2) can practice making Kopermatik mathematics teaching aids with quite good and varied results, (3) give positive response to the usefulness of Kopermatik teaching aids, and (4) more than 65% of teachers were able to answer each evaluation question correctly

BOWLING MATHEMATIC GAME TO IMPROVE BEGINNING CALCULATING ABILITY OF CHILDREN 5-6 YEARS OLD

The purpose of this research is to improve the initial numeracy skills for children aged 5 to 6 years through bowling mathematics games through class action methods with the Kemmis and MC Taggart models. Data was collected through observation sheets and analyzed through simple descriptive statistics. The subjects of this study were 25 children aged 5 to 6 years and the results concluded that the percentage of completeness on the indicator mentioned the pre-action number symbol was 48%, cycle 1 was 60% and cycle 2 was 87%, counting pre-action objects was 40%, 55% in cycle 1 and 84% in cycle 2, then using numbers to calculate pre-action by 28%, cycle 1 by 43% and cycle 2 by 81%. These results can be concluded that the bowling mathematics game can improve the ability of children aged 5 to 6 years in starting arithmetic.

Pemberian Materi Tentang Keseruan Bermatematika dan Pentingnya Ilmu Matematika Kepada Siswa/i SMP Negeri Wakapsir

Mathematics is a subject that is considered difficult and frightening for almost all students, so that their interest in learning decreases and impacts their academic achievement in that subject. This encourages the importance of this community service activity to foster students' love for mathematics and open their horizons about the importance of mathematics in everyday life. Mathematical games can make students enthusiastic about taking mathematics lessons, while the implementation of mathematics in everyday life can open up insight for them about the importance of mathematics. The target of this activity is class VIII students of SMP Negeri Wakapsir. This activity went well without any problems due to the good reception from the Head, Staff, and Teachers of SMP Negeri Wakapsir, especially the mathematics teacher, and was complemented by the enthusiasm of the students who participated in this activity in listening, listening, and being actively involved in participating this activity. The results obtained from this activity were in the form of differences in students' views regarding mathematics between before and after the activity, where views that were initially negative became positive after going through this service activity.

Special Education Resource Rooms Type 1 in Brazil: An analysis of research objectives in dissertations on mathematics education

This article presents the results of an investigation aimed at analyzing research on Type 1 Multifunctional Resource Rooms (MRR1) in Brazil, materialized in the form of dissertations, in the teaching of mathematics at the levels of Elementary Education 2 and High School. The dissertations analyzed were accessed on the website of the Brazilian Digital Library of Theses and Dissertations (DLTD) through the following search triggers: "resource room", "mathematics", "intellectual disability", "teaching of mathematics", "mathematical games", and some restrictive details were highlighted in the methodological procedures. From this process, we selected 10 dissertations, which were analyzed in their completeness. However, for this article, we focused only on interpreting the research objectives presented by the authors of these productions. In our analysis, we constructed three categories from the themes presented in three axes, namely: Axis 1, concerns the perceptions, conceptions, and activities developed for the training of student teachers, beginning teachers, and/or those in practice in MRR1 for the teaching of mathematics; Axis 2 concerns the discussions, observations, and theorizations about MRR1 for the teaching of mathematics, and finally, Axis 3, which encompasses proposals and descriptions of activities as pedagogical resources in MRR1 for the teaching of mathematics.