Mathematical Game Research Articles

Promoting creative insubordination using Escape Games in mathematics

While the development of creativity, or creative thinking, in mathematics is considered important by many researchers, there are several difficulties in implementing creative tasks, especially before secondary school. Within the original context of a mathematical escape game, this paper reports two episodes exemplifying the difficulties met by sixth graders in abandoning stereotyped habits and acting with creative insubordination. While in the first episode, the puzzling task does not suffice to prompt creativity, in the second episode we show that an original solution may prompt unexpected mathematical contents. In conclusion, escape games could be useful to prompt creativity even in lower grades than it is now shown in the literature, but attention should be paid to the teacher's role in sustaining such creative activities.

Assessing approaches to learning with nonparametric multidimensional scaling.

This article reports on a trace-based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville, an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying measurement for planetary comparisons in the solar system. Trace data from 1361 interactions were analysed with nonparametric multidimensional scaling methods, which permitted visual examination and statistical validation, and provided an example and proof of concept for the multidimensional scaling approach to analysis of time-based behavioural data from a game or simulation. Differences in approach to learning were found illustrating the potential value of the methodology to curriculum and game-based learning designers as well as other creators of online STEM content for pre-college youth. The theoretical framework of the method and analysis makes use of the Epistemic Network Analysis toolkit as a post hoc data exploration platform, and the discussion centres on issues of semantic interpretation of interaction end-states and the application of evidence centred design in post hoc analysis.

Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study

AbstractBackgroundDigital game‐based learning is gaining increased attention from both researchers and educators for improving mathematics instruction. However, the evidence for game‐based learning is mixed and research with rigorous research design and analyses are limited.ObjectiveHere, in a pre‐registered randomized controlled study, we investigated whether a fraction game designed collaboratively by educational experts and professional game developers may serve as a useful tool to enhance students' fraction knowledge.MethodsWe assigned French fifth graders to either an experimental group who used the game (n = 110) or a control group (n = 78) who received traditional instruction on fractions. Fraction knowledge was assessed pre‐ and post‐intervention.ResultsResults show that students in the active control group had superior overall fraction performance than students in the experimental group at the end of intervention. However, the game had a positive effect on decimal learning. We also found a positive relation between game performance and overall fraction knowledge scores at post‐test.ContributionThe study highlights the importance of game metrics as indicators of personalized assessment tools. Given the increased usage of games in learning mathematics and the equivocal results on the effectiveness of these games, our study also highlights the importance of pre‐registration and randomized controlled studies.

Motivation and Development – Using Poly-Universe Game in Teaching Mathematics and Other School Subjects

Motivation and development of different skills are keywords in teaching mathematics all over the world – and how can we achieve these better than by playing? János Saxon-Szász, a Hungarian artist invented the Poly-Universe game. It is a game of arts and mathematics. In our presentation and paper we would like to introduce the artistic and methodological background of using the game in teaching different fields of mathematics on different ISCED levels. As well, in an international consortium (Poly-Universe in Teacher Training Education, Erasmus+ Strategic Partnership, 2020-1-HU01-KA203-078810) we have a research project on how to implement these methods into teacher training education through using the Poly-Universe game. After the first semester of pilot courses in our partner institutions we would like to present the experiences and outcomes of them – and to raise your interest in further development. Keywords: game-based learning, teacher training, arts and mathematics, motivation

Incentive-Based Schema Using Game Theory in 5/6G Cellular Network for Sustainable Communication System

Due to the technological advancement in cellular networks, massive data traffic appends to the existing digital technologies. These emerging digital technologies face quality of service (QoS) challenges, particularly when it comes to maintaining the tradeoffs between customers and service providers. The cellular service providers are trying to meet the needs of end users by handling four substantially different types of data, i.e., Real Time, Video, Audio, and Text, with each type having its own requirements. To achieves an efficient QoS, different incentive-based algorithms were proposed. However, these schemes do not ensure a fair distribution of profit among the mobile network operator and access points. Furthermore, these schemes do not provide efficient QoS to the end user and cannot ensure a fair distribution of channels in crowning time. We propose an incentive-based scheme using game theory and two-stage Stackelberg approach for integrated data, offloading the decision-making process in a heterogeneous network. A single mobile base station and some integrated access points in a crowded metropolitan area are modeled in our proposed scheme. This station offers an economic incentive based on traffic types, and access points compete with each other to earn incentives for offload traffic. A mathematical game is derived to analyze the real-world scenario through simulation. The experimental method is applied to validate the numerical outcomes by comparing the results with other models.

Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game

Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game

Evaluating digital mathematical games in improving the basic mathematical skills of university students

Technical skills related to basic mathematics in higher education have been a key foundation for further allied courses across primary programmes. While the traditional learning strategies appear to be inadequate to enhance the basic mathematics skills of university students, digital mathematical games pose the potential to improve such a set of skills by means of mobile learning. This work focuses on investigating the influence of digital mathematical games on students’ basic mathematics skills under four various academic programmes. To illustrate the proposed scheme, a case study is conducted in a state university in the Philippines across undergraduate programmes in information technology, hospitality management, industrial engineering, and education. It was found that the use of digital games can improve the skills of students in basic mathematics. Thus, the educational system may be redesigned along with the positive effects of digital games on traditional skill enhancement initiatives.

Institutions: a promising topic insufficiently clarified

The basic question of sociology is what sets of rules and order are used in society and how they are maintained. One possible answer is based on the concept of institutions, which still provokes theoretical discussions due to, among other things, a certain ambiguity, since the term ‘institution’ is, figuratively speaking, shrouded in a kind of fog that prevents it from being captured in any direct, clear way. Today, ambitions of philosophy, political science, anthropology or mathematical game theory, which try to solve this problem outside the sociological framework, contribute to the deepening of the ambiguities surrounding the concept of institutions. Some approaches tend to define institutions as a cyber black box with inputs and outputs, whose working remains largely hidden (especially philosophical and mathematical approaches strive to find some common universal principle or even mathematical formula). From the perspective of general sociological theory, the article considers the topic of institutions. The author identifies this topic as a central issue that needs to be reconsidered in sociology. The starting point of the article is the analysis of concepts related to the topic, their definitions and paradigmatic integration. In the following part, the author considers the theoretical interpretations in the works of Peter Berger, Thomas Luckmann, John Searle, and the concepts inspired by game theories and rational behaviour theories. After that, ten basic issues of the current approaches are identified. The author pays particular attention to the fact that methodological individualism tends to dominate, which explains the ignorance of certain issues, especially of a holistic and macro-social nature, thus, leading to some problematic simplifications. The article shows what needs to be changed in the current social-scientific thinking on institutions in order to develop a more appropriate starting point for the further development of sociological theory.

Game playing and fluctuations in emotional climate

AbstractThe inclusion of games in mathematics programmes is widely believed to foster the enjoyment of mathematics. The focus of this paper is on fluctuations in emotional climate during the playing of whole-class mathematics games. A multimethod approach drawing on the sociology of emotions was employed to explore changes in the classroom emotional climate that were associated with game playing. The event-oriented inquiry was conducted with two teachers and a class of 10- to 13-year-olds in a New Zealand classroom during mathematics sessions. Over a series of eight mathematics lessons, there were three noticeable fluctuations in emotional climate, all of which occurred during whole-class games. Our analysis of these three events identified a successful interaction with dramatic emotional energy associated with a positive emotional climate, a successful interaction with undramatic emotional energy associated with positive emotional climate, and an unsuccessful interaction associated with negative emotional climate with interactional repair. The third event also illustrated how the incomplete nature of a game’s rules can provide an opportunity for a negative emotional climate to be associated with game playing. The taken-for-granted wisdom that whole-class mathematics games can enhance emotional aspects of a classroom learning environment is supported by some of our evidence.

Design and Use of Quickappninja-Based Android Games in Mathematics Learning Through Google Meet

One of the platforms that can be used for online learning is Google Meet, which is a product made by Google. Google Meet can replace the conventional form of class into an interactive virtual class. The use of quickappninja-based android games in learning mathematics through Google Meet is a medium that can make learning more varied and interesting. Quickappninja is a device in the form of web pages that can be accessed online to create android games using HTML language. Using Quickappninja is easy because it does not require a programming language. In making android games through quickappninja, teachers will be more flexible in developing games according to their needs and subject matter. Apart from being delivered classically through Google Meet, this android game can also be used independently for students as a medium of learning at home, as well as repetition of material for students so that they can better understand math subject matter.

Design and Use of Quickappninja-Based Android Games in Mathematics Learning Through Google Meet

One of the platforms that can be used for online learning is Google Meet, which is a product made by Google. Google Meet can replace the conventional form of class into an interactive virtual class. The use of quickappninja-based android games in learning mathematics through Google Meet is a medium that can make learning more varied and interesting. Quickappninja is a device in the form of web pages that can be accessed online to create android games using HTML language. Using Quickappninja is easy because it does not require a programming language. In making android games through quickappninja, teachers will be more flexible in developing games according to their needs and subject matter. Apart from being delivered classically through Google Meet, this android game can also be used independently for students as a medium of learning at home, as well as repetition of material for students so that they can better understand math subject matter.

Investigating the Use of Mathematics Games and a Second Mathematics Class for Struggling High School Students

Only one-third of middle school students in Hawai‘i demonstrated proficiency in grade-level mathematics in 2019. This means that most students enter high school without a strong knowledge of foundational mathematics concepts that are essential for success in high school mathematics courses. This case study investigated two instructional intervention tools designed to help high school students who were struggling in mathematics strengthen their knowledge of and skill in foundational mathematics content. This study utilized two intervention tools, a double dose program where students received two full periods of mathematics instruction, and conceptual mathematics games. The tools were implemented to ninth grade students in a mathematics classroom at private high school in Honolulu, Hawai‘i. The primary focus of the study was to investigate the effects of the intervention tools on progress monitoring assessment scores for struggling learners. However, this study also investigated the effects on the assessment scores for non-struggling learners. While the findings showed that the use of games had a positive effect on scores for struggling learners, the double dose program did not show strong positive results for either struggling or non-struggling students. Implications for a future study are to analyze scores on games and observe the conditions of the supplementary course to investigate the effect on assessment scores.

Working With Patterns Through Chess-Based Problems. Strategies and Reasoning Levels of Primary School Students.

The study of patterns has been recognised for many years as setting up the very essence of mathematics. Patterns are connected to all topics in mathematics, so this theme is present throughout the school mathematics curriculum. Among the large number of interesting examples for working on pattern search in elementary school using situations familiar to students, we chose chess because of the relationships shown between this game and different aspects of mathematics. The objectives were to determine the strategies and classify the students' levels of reasoning when working with patterns to solve chess-based problems. A sequence of activities was designed to carry out this task. The sequence presents visual and numerical patterns ordered progressively from a greater presence of visual aspects to a predominance of numerical aspects. The results of this work suggest that chess favours the use of a variety of strategies, some of them even different from those found in previous literature. Students rely on the geometry of the board when working with these particular types of patterns. However, the results show that the level of reasoning is higher in the case of solving numerical patterns.

A Pilot Study on the Effectiveness of Kindergarten Games to Enhance Mathematical Skills

Adaptive serious mathematical games in kindergarten were used to investigate whether kindergarteners could grasp mathematics topics. A pretest–posttest-follow up design with two conditions. (Condition 1 educational kindergarten games on the computer, focusing on counting and comparison, Condition 2 educational kindergarten games on the computer, focusing on memory, counting and comparison) and one active control group (playing educational kindergarten games without mathematical content) was set up dealing with 45 preschoolers with a mean age of 68.78 months (SD = 4.46). Children were matched in kindergarten on their early mathematical and language skills as well as on their intelligence before the interventions took place. The study revealed that playing mathematical games in kindergarten had the potential to enhance the early mathematical skills. Children with initial weak mathematical skills in kindergarten caught up with their average performing peers, pointing to the importance of serious numerical games as “opportunities” in kindergarten. Both boys and girls benefitted, with a sustained effect in grade 1, revealing promising potential effects of offering opportunities to focus on mathematics even in very young children.

The Man Creates Instruments that Transform Himself: An Overview of GERE Research within Mathematics Education

This paper discusses GERE (Study Group on Resources for Education) members’ research trajectory in three different lines: Teaching practice and practice management, Teacher education and identity, and Support for learning and resource generation. It discusses how researchers seek to understand technology integration in the practice of distance education in Brazil, with the instrumental orchestrations lens, revealing the changes made in the didactic configurations, from the multiplicity of teachers responsible for each discipline. Teachers’ documentation is discussed in the process of resource elaboration and use and guided by design, experimentation, and reflection of the generated instrument, such as digital textbooks and mathematical games. The notion of integrating artefacts is discussed both from the perspective of collaborative learning and of instrumental meta-orchestration, a teacher education model about instrumental orchestration. Finally, thinking about the artefact as a support for learning also made us work on generating devices aimed at specific concepts such as covariation in learning functions.

Hiding health report in X-ray images to protect people privacy

X-rays images are a popular medical diagnoses method. These images are hard to read and to be understandable outside the medical community. However, the radiologist writes a report of the X-ray. This report can be understandable easily which, can impact the privacy of the patients’ medical records. To tackle this issue, in this work, X-ray image steganography algorithm based on Sudoku mathematical game is proposed. The method converts the image into triangular shaped blocks. Subsequently, the data is encoded and segmented two bits at the time to be embedded in the image. To evaluate the algorithm, eight different X-ray images from all X-ray types have been utilized for data hiding process. The algorithm has been compared to the lest significant bit (LSB) and the turtle shell algorithms using the mean square error (MSE) and peak signal to noise ratio (PSNR) performance metric. The proposed algorithm obtained higher bit per pixel embedding capacity with 2 bpp which is higher than LSB and turtle shell. Moreover, the algorithm has higher PSNR compared to turtle shell algorithm.

Estimation of the Hurst Parameter in Spot Volatility

This paper contributes in three stages in a logic of the cognitive process: we firstly propose a new estimation of Hurst exponent by changing frequency method which is purely mathematical. Then we want to check if the new Hurst is efficient, so we prove the advantages of this new Hurst in asymptotic variance in the perspective compared with other two Hurst estimator. However, a purely mathematical game is not enough, a good estimation should be proven by reality, so we apply the new Hurst estimator into truncated and non-truncated spot volatility which fills the gap of previous literatures using 5-min price data (Source: Wind Financial Terminal) of 10 Chinese A-share industry indices from 1 January 2005 until 31 December 2020.

Implementation Path of Mathematics Games in Primary School Mathematics Teaching

Implementation Path of Mathematics Games in Primary School Mathematics Teaching

Fun Learning by Applying Competition and Cooperation Strategies Through Mathematical Games

The aim of this research is to create a joyful learning environment through a competitive and cooperative activities by using mathematics games. The subject of this research is elementary school the fourth grade students. The research conducted in the Edu-Fun Learning Centre in Talang bakung, Jambi. This is Classroom Action Research (CAR). The instrument used is observation and video recording of learning activities. The qualitative data analyzed by employing the Miles and Huberman (1994).The research was conduct for three cycles. The result showed that 1) the use of games in learning mathematics created a fun and interestingly learning, 2) grouping students randomly based on academic ability to effectively train students mutually learn and work together to get better grades, 3) competition in learning activities trained students to be sportive, learning to posed ideas, and confident to answer teacher’s questions, 4) students response in learning activities affects students achievement, 5) competitiveness does not affect students learning achievement directly but able to make students actively involved in learning activity, 6) the cognitive, affective and physicomotoric achievement based on students response, the classroom teaching process, competitive character, and students active involvement in learning activities.

A REFLECTIVE LOOK AT THE USE OF GAMES IN MATHEMATICS TEACHING

Elementary education is a starting point in the teaching and learning process, this school initiation must have practices and resources that dynamize the assimilation of knowledge in the classroom. So, this research is born from the perspective that the use of mathematical games in the teaching of mathematics has gained emphasis in the school environment as a result of the contribution to the student’s cognitive development. The present research sought to present a methodological proposal based on mathematical games in order to create dynamic strategies for the teaching and learning process related to the teaching of mathematics. To support this bibliographic research, we relied on works dealing with mathematics and mathematical games. It is expected to present the importance of bringing games to the classroom, not as a proposal just to amuse students, but to make them acquire the mathematical knowledge presented under a new approach. Therefore, games show good results in terms of expanding student learning through alternative problem-solving methods, encouraging the ability to create and participate more actively in math classes.