Mathematical Game Research Articles

Pre-university informal engagement with mathematical activities and the decision to study mathematics at university

A survey was created to investigate the experiences of mathematics undergraduates with informal mathematical activity prior to starting university, and links these with the decision to study mathematics. A questionnaire was completed by a small sample of first-year undergraduates at two UK universities. Generally, incoming undergraduates are shown to have a high level of enjoyment of mathematics and engagement with informal mathematical activity. Popular activities included mathematical puzzles and games, and online videos about maths. Students were often engaged with family or via social media, playing computer, tablet or phone games, watching TV game shows with mathematical aspects and participating in organised competitions. Only around half engaged via talks or workshops organised through school and watching more structured documentaries or videos of lectures. Few participated in organised clubs. It seems there was greater engagement with ‘fun’ aspects of mathematics than with activities which demonstrate mathematics linked to career choice. The link to goals of outreach and similar initiatives is discussed, with further research indicated.

Using Number Games to Support Mathematical Learning in Preschool and Home Environments

ABSTRACT Research Findings: This study evaluated the effects of an early mathematics intervention designed to engage preschool children, their teachers, and their families in an interactive mathematics game. Previous research shows that playing this specific type of linear board game results in increased numerical skills and understanding in young children under controlled conditions. The current study explores the game’s effectiveness under more natural conditions – a classroom-based intervention with teachers and a related family engagement component. A pilot study informed a larger-scale experiment, comparing outcomes in multiple skill domains (verbal counting, counting on, number line estimation, numeral magnitude, and numeral recognition) with those of control group children who played memory matching games. The analysis sample included 256 children in classrooms that were randomly selected from volunteer teachers and randomly assigned within 10 centers to either the treatment group (mathematics games, 23 teachers) or the comparison condition (matching games, 22 teachers). The intervention resulted in positive impacts for numeral identification, but not the other domains. The number of math games played was positively associated with verbal counting. No impact of family game play was found; however, implementation challenges could have influenced this finding. Practice or Policy: Including simple, research-informed mathematics board games in the preschool classroom can support mathematical learning. Future work must include families and educators in the design of these supports.

Developing mathematics learning materials of fifth grade of elementary school integrating mathematics game, problem posing, and manipulative

The purposes of this study were obtained the validity, practicality, and effectiveness of the learning tools that have been integrated teacher stimulus that has been formulated in the design of mathematics learning of fifth grade of elementary school. This development research refers to the 4-D development model developed by Sivasailam et al. (1974) consisted of 4 stages of definition, design, development, and disseminate. This research did not reach the fourth stage. The learning model used is 1) Teams Games Tournament model with the research subjects of Plalangan 1 public elementary school students as many as 44 students with integrated stimulus were problem-posing and the use of manipulative teaching aids, 2) Creative Problem Solving with research subjects Pakintelan 1 public elementary school students with 25 students with stimulus that is integrated were a mathematical game and the use of manipulative. The research instruments were mathematical games, math game discussion sheets, test sheets, problem-posing discussion sheets, tests containing problem posing, student response questionnaire sheets, learning material validation sheets, and learning implementation sheets. The results showed that the learning materials in Plalangan 1 that integrated stimulus problem posing and the use of manipulative were valid, effective, and practical. The results showed that the learning tools in Pakintelan 1 that integrated the stimulus of mathematical games and the use of manipulative were valid, effective, and practical. The further research by applying mathematical stimulus games, problem posing, and the use of manipulative to describe high-level thinking of elementary school students.

Exploring the phenomenon of distance in children’s interactions with touchscreen digital mathematics games

ABSTRACT This study examines the construct of distance – the degree of difficulty of interacting with something – as part of activity involving children using touchscreen digital games to learn mathematics. Ten fifth-grade children engaged in video-recorded semi-structured task-based interviews in which they used two touchscreen digital mathematics games on a touchscreen tablet and responded to semi-structured follow-up questions. Qualitative data analysis was iterative, featuring analytic memoing and eclectic coding techniques to identify themes related to distance. In advanced coding stages, magnitude coding was used to characterize the degree of distance present. Findings provide evidence of the presence of distance, changes in distance, and interactions between distance types throughout the activity. In particular, both mathematical distance and technological distance were present, changed in various ways, and often influenced each other. Implications include the relevance of distance for designing, implementing, and researching educational technology.

A Study of Authenticated Communication Based on Magic Square and Goldbach’s Conjecture

Although the magic square is a historical and universal study, its progress has been limited, to numeric games, which is closer to digital games or word games, and lacks the connection with mainstream mathematics. Recently, its study has extended from exciting mathematical games to various novel applications, such as image encryption, decryption processing, watermarking solutions, and student group learning problems, or different engineering applications. In terms of employment in information security, it is the blue ocean that requires more innovative research to enrich its content. In this study, we engage the magic square and Goldbach’s Conjecture to develop an innovative method to search prime numbers

ON THE READINESS OF FIRST-YEAR STUDENTS FOR PROJECT-ORIENTED TRAINING IN HIGHER EDUCATION

The training of a graduate with project thinking is one of the trends in modern higher education. Specialist with soft skills is in demand by society. The formation of soft skills is facilitated by using project technologies in training. In this regard, it seems important to identify the level of readiness of freshmen to project-oriented training.The purpose of this article is to analyze the readiness of first-year students of the Institute of Mathematical Modeling and Game Practice of Pskov State University for project-oriented study at a university. The research used the following methods: analysis of the scientific literature on the research problem, observation, expert evaluation, questioning, and statistical analysis of the results. In the process of research, (a) the need for an input assessment of freshmen readiness for project activities was substantiated, (b) the components of students' readiness for project-oriented training were identified, (c) the selected components were evaluated during the training project carried out by freshmen, (d) the results were analyzed.

Primary School Teacher Candidates’ Metaphoric Perceptions about “Mathematics Game

Students often experience helplessness learned in this lesson because they perceive mathematics as a difficult lesson. For this reason, the materials used by teachers in this lesson, the teaching strategies / methods they prefer should be in a way to reduce the negativity of students towards mathematics and bring them closer to mathematics. In this sense, teachers can use mathematics games in mathematics lessons. The aim of this research is to examine the primary school teacher candidates' perceptions about mathematics games. In the research, phenomenological research type was used. In the study group of the research, there are 82 primary school teacher candidates who are studying in the Department of Primary Education of a public university.. The data were collected by using form. The data were analyzed by using content analysis. According to the results of the research, it was determined that the primary school teacher candidates' perceptions about the mathematics game were positive and varied. Within the scope of the research, the categories developed regarding the concept of mathematics game showed that the mathematics games should be included in the content of primary school mathematics curriculum. It is thought that these developed categories will guide this process.

Games of life

Cellular automata are widely used in undergraduate physics courses to educate students in elementary programming and for project work. Cellular automata are coded with simple rules yet provide a rich if well-trodden landscape for exploring aspects of physics such as diffusion and magnetism. Mathematical games, such as the minority game or the prisoner's dilemma, are also amenable to project work with the added dimension of applications in finance, econophysics, and social physics. Conway's classical game of life is both a mathematical game and a cellular automaton. We exploit adaptations of Conway's game of life as an opportunity for undergraduate students to explore new territory within the safe haven of an easy-to-implement cellular automaton. Students may discover new “lifeforms” comprising collections of live, dead, and part-live cells, and explore the escalation of floating-point errors leading to chaos-like behavior, amongst many phenomena not observed in Conway's classical counterpart.

Using fractional card media and math games to increase students’ activities and learning outcomes

This study aims at improving the mathematics learning outcomes using fractional card media and math games of the fourth graders of elementary school. The problems investigated were: 1) the students’ activities in learning mathematics, 2) the teacher’s teaching activities, and 3) the students’ learning outcomes. This research is a classroom action research and is carried out in two cycles. Each cycle consists of 4 stages: planning, implementing, observing, and reflecting. The data collection was done using observation and test.The result of the research showed an increase from one cycle to the next cycle in terms of students’ learning activities, the ability of teacher to manage classrooms, and students’ learning outcomes. The use of fractional card media and mathematical games succeeded in increasing students’ learning activities and outcomes. It is seen from the observations on the students’ activities in the first cycle. It was average 37 and categorized enough. It increased to 47.2 in the second cycle and it was categorized good. In Cycle 1, the students’ learning outcomes was 70.5 and increased to 82.7 in Cycle 2. The classical completeness reaches 94.5% which is categorized excellent.

The Effect of Magic Book to Increase Interest in Learning Mathematics of Primary School Students

Elementary School is a place to understand all learning for the next level, especially mathematics. Mathematics is also considered difficult by elementary school students because of its abstract and complex nature, especially with the large number of mathematical formulas, and its lack of interest in learning. So that student interest in learning is reduced. One interesting way to learn mathematics is by using learning media. This research introduces MagicBook contains a collection of formulas and mathematical games. This Magicbook is arranged in such a way with an attractive layout and color. Sources of data obtained from questionnaires and direct research on elementary school students in one of the lessons in Yogyakarta. The data of this study were analyzed descriptively quantitative and qualitative. The results showed that the magic book learning media can increase elementary school students' mathematics learning interest.the effect.

The use of online mathematics game for portfolio assessment of elementary school students

Pada penelitian ini dikaji pemanfaatan game matematika daring untuk penilaian portofolio pada siswa sekolah dasar. Pada bagian awal pembahasan akan dipetakan ketersediaan dan model game matematika daring berdasarkan materi matematika sekolah dasar. Selanjutnya akan dikaji tentang bahan untuk evaluasi diri dan umpan balik yang bisa dijadikan dasar untuk penilaian portofolio. Penelitian ini tergolong ke dalam jenis penelitian deskriptif kualitatif dengan sumber data berupa referensi situs web yang dapat dimanfaatkan untuk penilaian portofolio mata pelajaran matematika siswa sekolah dasar. Temuan penelitian ini menunjukkan bahwa salah satu pemanfaatan situs web untuk penilaian portofolio mata pelajaran matematika siswa sekolah dasar adalah pemanfaatan game matematika daring. Saat ini, salah satu game matematika daring yang memuat evaluasi diri dan umpan balik adalah mathplayground.com. Situs web tersebut memuat tidak kurang dari 133 game matematika daring yang diperuntukkan bagi siswa kelas 1 sampai dengan kelas 6. Materi game matematika daring yang tersedia pun beragam, mulai dari materi tentang bilangan, bentuk geometri dan pengukuran, serta penyajian data. Pada game matematika daring tersebut juga terdapat bahan untuk evaluasi diri dan umpan balik yang bisa dijadikan dasar oleh guru untuk penilaian portofolio, yaitu tampilan piala dan sertifikat game yang bisa dicetak. Tampilan piala memuat informasi tentang kualitas siswa dalam memainkan game tertentu, sedangkan sertifikat game menjadi bukti bahwa siswa sudah berhasil menyelesaikan game yang terdiri dari beberapa level.

Can narrative cutscenes improve home learning from a math game? An experimental study with children

AbstractLittle is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (Mage = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between‐subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between‐group difference was detected in pre‐post learning gains, parent‐reported engagement, self‐reported enjoyment, time spent with the game and the number of solved in‐game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.

Trouble and Repair in Child-Robot Interaction: A Study of Complex Interactions With a Robot Tutee in a Primary School Classroom.

Today, robots are studied and expected to be used in a range of social roles within classrooms. Yet, due to a number of limitations in social robots, robot interactions should be expected to occasionally suffer from troublesome situations and breakdowns. In this paper, we explore this issue by studying how children handle interaction trouble with a robot tutee in a classroom setting. The findings have implications not only for the design of robots, but also for evaluating their benefit in, and for, educational contexts. In this study, we conducted video analysis of children's group interactions with a robot tutee in a classroom setting, in order to explore the nature of these troubles in the wild. Within each group, children took turns acting as the primary interaction partner for the robot within the context of a mathematics game. Specifically, we examined what types of situations constitute trouble in these child–robot interactions, the strategies that individual children employ to cope with this trouble, as well as the strategies employed by other actors witnessing the trouble. By means of Interaction Analysis, we studied the video recordings of nine group interaction sessions (n = 33 children) in primary school grades 2 and 4. We found that sources of trouble related to the robot's social norm violations, which could be either active or passive. In terms of strategies, the children either persisted in their attempts at interacting with the robot by adapting their behavior in different ways, distanced themselves from the robot, or sought the help of present adults (i.e., a researcher in a teacher role, or an experimenter) or their peers (i.e., the child's classmates in each group). In terms of the witnessing actors, they addressed the trouble by providing guidance directed at the child interacting with the robot, or by intervening in the interaction. These findings reveal the unspoken rules by which children orient toward social robots, the complexities of child–robot interaction in the wild, and provide insights on children's perspectives and expectations of social robots in classroom contexts.

Pembuatan Laboratorium Media Berbasis Lingkungan dan Keunggulan Lokal Kudus

The existence of a laboratory in Primary School 4 Karangbener (SD 4 Karangbener) was not used for learning but was converted into a warehouse. Lack of knowledge and skills of teachers and students in utilizing the environment and local superiority of Kudus to develop learning media and Mathematics and Natural sciences games cause a lack of media availability. This causes the teacher to dominate the implementation of learning so that student learning activities become low. The purpose of this mentoring activity is to design a laboratory that is available to be an environmentally based Mathematics and Natural Sciences media laboratory and Kudus local excellence. It aims to improve teacher skills in developing learning media and Mathematics and Natural Sciences games and student learning activities. The method used in this activity is to provide interactive training and mentoring. The results of this activity are that teachers and students can create and use learning media and games for Mathematics and Natural Sciences based on Kuduslocal excellence, teachers can reconstruct laboratory space and can utilize laboratory space through the implementation of Mathematics and Natural Sciences learning.

Spectral and Energy Efficient D2D Communication Underlay 5G Networks

4G is now deployed all over the world, but requirements are about to change rapidly face to the exponential growth on devices number, local service applications and spectrum scarce. To deal with that, 5G networks integrated Device To Device (D2D) communication as a key technology in its evolving architecture. From 3GPP Rel-12 to Rel-16, D2D succeeded to improve network capacity by enhancing spectrum reuse, data rates and reducing end-to-end latency. However, despite all these advantages, it implies new challenges in 5G system design as interference, spectrum and energy consumption. As a contribution, we propose in this paper a joint spectrum and energy efficient resource allocation algorithm for D2D communications. This approach maximizes the total spectrum efficiency and reduces UEs power consumption. Contrarily to most of previous studies on resource allocation problems considering only centralized and pure strategies approaches, we propose a distributed algorithm based on new mathematical game theory model as an interpretation of mixed strategy non cooperative game. We extend our previous research, by focusing on power consumption issue. Our proposed solution enhances joint SE/EE tradeoff by minimizing interferences and power consumption via a smart RB allocation. This new approach allows users to adopt more accurate strategies and maximize their utilities according to the random network behavior.

The use of games in teaching Mathematics at high schools

This paper aims at discussing the theoretical basis as well as the pedagogical potential of using games in teaching mathematics at high schools. A study on the literature, namely international publications pertaining to this topic, enables us to confirm the role of Mathematical Games and Games for Teaching Mathematics - hereinafter referred to as Educational Games for Teaching Mathematics (EGTMs). We have also collected, tested and annotated 26 games in order to initiate a supporting library of EGTMs for interested colleagues.

Modeling Formation and Operation of Collaborative Green Innovation between Manufacturer and Supplier: A Game Theory Approach

Prior research has mainly emphasized the strategic importance of a collaborative green innovation (CGI) between the manufacturer and supplier in a supply chain, leading to an overlook at the decision-making mechanism and determinants of CGI. Guided by the transaction cost economics and social exchange theory, our study constructs a mathematical game model to incorporate the key dimensions of an effective inter-firm collaboration for green innovation. Applying the Nash game bargaining principles, our evolutionary game model analysis provides an analytic system to understand the mechanisms of forming and operating a collaboration partnership between the manufacturer and supplier for green innovation. Based on various scenarios from the numerical simulation parameters for the involved influencing factors, our simulation has produced the Nash equilibrium solutions and identified the major determining factors for successfully forming and operating CGI. They are the trust level between the manufacturer and supplier as the CGI partners, value/profit sharing ratio between the partners, knowledge complementarity of the partners, and product type for the green innovation.

Passages

Martin Gardner's The Last Recreations: Hydras, Eggs, and Other Mathematical Mystifications collects the final set of Gardner's Scientific American "Mathematical Games" columns (in their final form, with addenda bringing readers up to the collection's publication date on each topic) for our delight and edification. It stands, in this Passages column, for all of Gardner's columns published between 1957 and 1981. These columns sometimes directly present ideas from computer science, Gardner's successors included computer scientists Douglas R. Hofstadter and A. K. Dewdney, and there are 5 entries under the name "Knuth, Donald E." in the index of this collection alone. However, it is not for the columns' relevance to computing, per se, that Passages is devoting this month to a kind of Gardner- Fest; rather it is because Gardner's columns magically create software engineers and computer scientists out of otherwise perhaps quite normal people.

НАВЧАЛЬНІ ІНТЕРАКТИВНІ ПЛАТФОРМИ У ПОЧАТКОВІЙ ШКОЛІ

Learning platform means an online service that provides information, tools and resources to participants of the educational process to support and improve the quality of education and its management. Interactive educational platforms involve dialogue and respond to the actions of pupils, they become the active participants of the learning process. Computer support of primary school lessons helps to keep students attention, provides the visuality of the presented material and a dynamic of lesson. In the article the educational platforms for constructing the interactive didactic material according to ready-made templates, taking into account pedagogical expediency, and using the library of developed interactive tests, tasks, quizzes, educational games etc. in the educational process of primary school are analyzed. Learning apps allows to create the exciting educational material or to use the prepared assignments with considering the learning goals and individual characteristics of students. Online TestPad contains not only ready-made tasks, but also constructors for creation of tests, polls, crosswords, logic games, complex tasks and also service for the organization of work with the users. Vchy.com.ua provides an opportunity for the students of the primary school to learn Mathematics in an interactive way. The Ukrainian spelling trainer allows to learn and repeat the rules as well as to solve the tasks and interactive tests. The aim of Learning.ua is a practice learning of students that transforms knowledge into skills. The program contains interactive tasks and games in Ukrainian language and Mathematics (reading – 3-6 years), as well as Olympiad tasks of different levels of complexity. The cloud-based interactive technologies are the powerful learning tool that will enhance the motivation of learning, the development of the student’s abilities, creativity, the students’ openness to new ideas and new technologies.

Mathematics and music game in the function of child's social and emotional development

The paper presents empirical research, aiming to present the extent to which the application of the concrete mathematical and musical play contributes to the child’s social and emotional development. The research was conducted in two international schools in Belgrade, using the play titled ‘Musical Monkeys’ and in collaboration with the Music-Math team from Mexico who are the creators of the mentioned game. The results have shown that this kind of approach in working with children encourages activity and engagement, self-confidence, empathy, team work, integrity, tolerance and enthusiasm, while requiring and encouraging collaboration and constructive communication, cooperation and respect among students in the process of solving a set of mathematical and/ or musical tasks. The obtained results confirm that the children established connection between the mathematical and musical segments involving a high level of emotional and social skills – collaboration, communication, empathy, enthusiasm, commitment, curiosity for the game and felt benefits of team work, tolerance and respect while solving the given educational tasks.