Mathematical Game Research Articles

Design Adventure Education Mathematics Game to Improve The Ability of Creative Thinking in Mathematics

The very rapid development of technology is slowly appearing in the world of education. Educational games are a form of multimedia that packages learning programs in the form of games, so besides being games, they are also educational. The use of game education technology as an interactive learning medium is one of the right ways to improve students' mathematical creative thinking skills. This educational game is expected to eliminate the feeling of boredom and fear of learning mathematics and can facilitate the learning process on geometry material for Senior High School (SMA)/Islamic Senior High School (MA). This study aims to develop an Android-based educational game that can be operated on various smartphones with the Android operating system and to test the feasibility of using adventure games as a medium for learning geometry. This game can be used as an alternative medium for learning geometry in changing conventional learning methods to learning game simulations, so as to improve students' mathematical creative thinking abilities, because in educational games it has elements of challenge, accuracy, reasoning and ethics. The methodology used in this research is the research development method or Research and Development (R & D) using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model with the following activity stages: (1) Analysis, gathering information; (2) Design, designing multimedia-based animation media and validating media designs; (3) Development, improvement of media design; (4) Implementation, media testing; (5) Evaluation, product revision.

Una propuesta matemágica para la gamificación en la enseñanza de las matemáticas

Mathmagic, for a while, and gamification, more recently, have been introduced in the teaching of mathematics at different educational levels. Successfully teaching experiences have been developed. In these experiences, mathematical games with a specific objective are used as a tool. However, sometimes new tools that provide are variety are necessary. In this paper is presented one magic card and dice game explained in detail and with several variations, to which the student’s imagination can be oriented, that can be useful to complete those tools habitually used in teaching.

Исследование уровней развития мыслительной деятельности детей старшего дошкольного возраста в процессе логико-математических упражнений и игр

The article presents the results of research on the problem of developing mental activity in older preschool children in the process of logical and mathematical exercises and games. The essence of the concept, criteria and indicators of mental activity are defined. The article presents diagnostic tools for diagnostics of older preschool children, the results of the study, as well as pedagogical conditions that contribute to improving the effectiveness of the teacher in this direction.

1 Slash 100%: gamification of mathematics with hybrid QR-based card game

Mathematics is important in our life and society. However, gamification of mathematics is rare for the topics such as fractions and decimals. This paper presents the development of an educational mathematics game called One Slash One Hundred Percent (1 Slash 100%). It is the hybridization of conventional card game and Quick Response (QR). This research aims to study how the respondents explore the card game to master decimal, fraction and percentage. The testing was conducted among secondary school students in Kuching, Sarawak, Malaysia (n=12; age=14). The respondents were asked to answer a set of questions in pre-test and post-test question. The results were promising where the analysis showed a significant difference between pre (M=14.3, SD=2.103) and post-test scores (M=17.6, SD=2.234). Thus, gamification of mathematics using hybrid card game increases their mastery of decimal, fraction and percentage.

Game as a psychological program of the subject’s life activity

Modern features of human life activity are characterized by the accumulation of risks of critical uncertainty, lack of predictability and rational basis for productive decision-making and social interaction. It actualizes the large-scale problems of various genesis. In particular, it is talked about global problems of the military-political, medical-social and cultural-economic context. The hybrid geopolitical confrontation, the COVID-19 sanitary crisis, the precariat-movements Gilets jaunes and BLM and others are the examples of this. Therefore, a modern person is faced with the critical urgency to find and use reliable means of life activity in such conditions. Scientific psychology has the task of creating and providing practical effective mental tools for a person’s life in the complex social conditions of everyday life. The development of such tools should be carried out on a multidisciplinary methodological basis. It is argued that the most important tool of human life under these circumstances is the phenomenon of the game which is in the subject field of philosophical, psychological, mathematical, sociological, cultural and political discourses. Comparative scientific analysis confirms that the game is a universal onto-phenomenal form and a productive program of subject’s rational life activity; a way of the person’s and a society’s being in difficult conditions. In the field of scientific methodology, the game becomes a canonical multidisciplinary basis for research of this range of problems. This opportunity is given to the game by its ability to ensure the processes of systemgenesis of human and social group, because it is the game as a metaprogram of the subject’s life activity that optimally ensures the implementation of the fundamental principles of systemgenesis: a) ordered integrity; b) self-stabilization; c) self-organization, d) hierarchization and e) interaction of system components. Among these principles, the leading role is played by the principle of mutual cooperation, which is provided by the mechanisms of releasing the components of the system from excessive degrees of freedom, creating a model of useful results for it. These principles are axiomatically and isomorphically implemented both at the level of personality and at the level of social communication. This is due to the game programming of the subject, which exactly corresponds to the situation relevant to him. A universal system-forming factor in the genesis of a personal game program here is usefulness. The game combines time-space indicators, indicators of the result quality, and the mechanisms of its verification. The game introduces a program-genetic context of influence on the formation of human behavior from the mode of imitation to the mode of full-fledged action in moments of uncertainty. The full-fledged application of the game as a metaprogram of activity in difficult conditions spreads in society the priorities of intersubjective communicative rationality. The canonicity of the game here is manifested in the isomorphism of its content and participation with the mechanisms of Pareto-optimality (mathematical game theory), communicative rationality (philosophy), and taxonomy of the types of leading human activity (psychology of activity).

Solving 2048-a detailed comparison of strategies

2048 is a mathematical puzzle game which although looks relatively simple with primitive and easy to understand rules. It has been proved that 2048 is Pspace Hard and also computationally np-hard in determining the end tile from a given starting position. Although there have been several attempts in solving 2048 using machine learning algorithms , none of them are easily human understand- able and some of them are also compromised in their consistency. We have thus created our own algorithm that is easier to understand and comprehend by human players. We have also performed a detailed comparison in the pattern strategies explored by most human players.We have concluded on the impor- tance of flexibility in solving the mathematical game. These strategies could be combined in further research to solve the np-hard game.

Design and development of learning mathematics game for primary school using handheld augmented reality

The traditional learning methods have some drawbacks and limitation such as restricted learning space, high cost, and lack of student engagement. In the era of digitalization, traditional education starts to transform into a more dynamic and modern education with the influence of the 21st-century learning method. Moreover, due to the pandemic, schools and universities are moving to digital learning to contain the spread of Coronavirus Disease 2019 (COVID-19). Therefore, the aim of this project is to develop a Mathematics game using handheld Augmented Reality (HAR) for primary school children as an alternative method in learning Mathematics. There are three main phases have been carried out, first is to study the requirements of an educational game. The second phase involves the design and development including the game element, storyline, game characters as well as user interface design. Finally, the third phase is integrating the learning Mathematics game using HAR, followed by evaluation. The evaluation of the learning Mathematics game was carried out for usability and user acceptance. The usability results show that the users are satisfied with the prototype and feedbacks show the game is fun. Overall, this project has successfully produced a learning Mathematics game using HAR for primary school children.

Adopting Mathematics as A Desired Insrtument for The Reduction Of Corruption In Nigeria

This paper discussed that mathematics is a valuable subject, as such, it is vital in inculcating good and acceptable behaviours and values among different categories of students in Nigeria. Since corruption is not an acceptable behaviour and there is the need to avoid and prevent it in the society, it was argued that with effective mathematics teaching and learning, students will acquire the knowledge and inherent values of mathematics towards cultivating good and acceptable behaviours. This will help Nigeria to produce well-behaved citizens and to develop in a healthy manner. Some vital concepts in mathematics through which good and acceptable behaviours and values can be inculcated into students discussed in this paper include the critical roles of formulas, logic and mathematical games. The paper concluded that, besides the acquisition of knowledge, mathematics is useful in cultivating good behaviours in students for good the society. It was thereof, recommended that all mathematics teacher should be encouraged to teach the subject very well through the use of practical examples in order to make its learning simple, realistic and interesting for the students. Also, in the course of teaching, they need to give examples of how specific aspects of mathematics could be used to help in moulding the behaviours of students positively

Recomendações Teóricas de um Jogo Matemático Desenvolvido a Partir do Conceito Intuitivo de um Terno Pitagórico

RESUMO: A matemática no ensino fundamental ocasiona todo um alicerce de conhecimentos que o educando necessitará para ampliar contextos mais abstratos, estabelecendo competências e habilidades necessárias para raciocinar e pensar matematicamente. Os jogos matemáticos têm sido uma ferramenta imprescindível para minimizar essas distorções entre a teoria e a prática no aprendizado de matemática. Este estudo, realizado em 2019, objetivou apresentar um jogo de memória formado por ternos Pitagóricos, pertencente a um kit de jogos matemáticos produzidos pelo grupo de pesquisa GALC – Geometria, Álgebra, Combinatória e Lógica. Metodologicamente, a proposta visa propor esse jogo como uma alternativa na prática educativa no processo ensino e aprendizagem de matemática na educação básica. A utilização de novas metodologias para o ato de aprender e ensinar matemática tem fortalecido a criatividade do aluno na educação básica, estimulando professores a realinhar toda sua prática pedagógica em prol de um ensino de matemática mais motivador e atual.
 PALAVRAS-CHAVE: Ensino e aprendizagem de matemática. Jogo matemático. Terno Pitagórico.

Digital Learning Games for Mathematics and Computer Science Education: The Need for Preregistered RCTs, Standardized Methodology, and Advanced Technology.

In today’s digital information society, mathematical and computational skills are becoming increasingly important. With the demand for mathematical and computational literacy rising, the question of how these skills can be effectively taught in schools is among the top priorities in education. Game-based learning promises to diversify education, increase students’ interest and motivation, and offer positive and effective learning experiences. Especially digital game-based learning (DGBL) is considered an effective educational tool for improving education in classrooms of the future. Yet, learning is a complex psychological phenomenon and the effectiveness of digital games for learning cannot be taken for granted. This is partly due to a diversity of methodological approaches in the literature and partly due to theoretical and practical considerations. We present core elements of psychological theories of learning and derive arguments for and against DGBL and non-DGBL. We discuss previous literature on DGBL in mathematics education from a methodological point of view and infer the need for randomized controlled trials for effectiveness evaluations. To increase comparability of empirical results, we propose methodological standards for future educational research. The value of multidisciplinary research projects to advance the field of DGBL is discussed and a synergy of Affective Computing and Optimal Experimental Design (OED) techniques is proposed for the implementation of adaptive technologies in digital learning games. Finally, we make suggestions for game content, which would be suitable for preparing students for university-level mathematics and computer science education, and discuss the potential limitations of DGBL in the classroom.

Um panorama das publicações de quatro periódicos da área de educação de matemática a respeito de jogos como recursos didáticos para o ensino de matemática

Esta é uma pesquisa qualitativa que teve como objetivo desenvolver e apresentar um panorama sobre publicações a respeito do uso de jogos para o ensino de matemática em quatro periódicos. Os periódicos selecionados foram: Boletim de Educação Matemática (Bolema), Zetetiké, Revista de Educação Matemática (REMat) e Educação Matemática em Revista (EMR). Foram feitas buscas nas páginas online dos periódicos por artigos que tivessem a palavra jogos e/ou expressões como jogos para o ensino de matemática em seu título, no resumo ou nas palavras-chave. Nas análises, realizadas por meio da leitura integral dos 18 textos selecionados, foram identificadas quatro temáticas gerais: Proposta de ensino por meio de jogos, aplicação de jogos no ensino de matemática, teorização a respeito do uso de jogos para o ensino de matemática e jogo como recurso argumentativo para tratar de matemática. Uma constatação dessa pesquisa foi o fato de a maior parte das publicações envolverem o ensino fundamental. Infere-se que isso deve acontecer pelo motivo do jogo aproximar o conteúdo matemático de um contexto menos formal e proporcionar a institucionalização dos conteúdos de maneira gradativa a partir das situações de jogos. Uma observação importante diz respeito ao pequeno número de publicações (18) sobre o uso de jogos para o ensino de matemática encontrados nesses periódicos, considerando-se que o período total foi de 26 anos de publicações dos periódicos analisados. Isso pode indicar que existe uma lacuna nas pesquisas que tratam da utilização de jogos para o ensino e a aprendizagem de matemática.

Developing math games media using scratch language

Problems faced by students on mathematical problems always occur due to process errors because for those with enough knowledge to memorize formulas, then their job is only to insert numbers in formulas, and in fact, even when they use them they are not able to develop reasonable process stages. The purpose of this media learning, the existence of a strong positive influence they can understand mathematics, able to tune in concepts and be able to evaluate if there are steps in the wrong process then they correct mistakes. This study aims to develop the potential of prospective teachers or students to create ICT-based interactive media in mathematical games, using the ADDIE model of Analysis, Design, Development, Implementation, and Evaluation to see and guide students in making better products. From the results of the study that there is a positive influence when using media based on the average class at pretest 70.74 and post-test 82.69 with paired t-test with a significant value of 0,000 <0.05. and there is also an increase in the ability to solve the context of mathematical problems using the scratch program language based on a decrease in the indicators of student difficulties.

Improving english for early childhood through mathematical learning media VBA-asissted excel game

This study aims to determine the implementation process and the results of the application of VBA-assisted mathematical learning media for excel games in an effort to improve the English language skills of early childhood. The formulation of the problem in this study is whether mathematical learning media assisted VBA for excel games can improve the English language skills of early childhood? As well as how the implementation process, the results of the implementation of research, advantages, and disadvantages after the implementation of mathematical learning media. The approach used in this study is the quasi-experimental research method. The population in this study was in group B which amounted to 20 samples of early childhood. Based on the results of the study that there was an increase in English language skills of early childhood through VBA-assisted mathematical learning media for excel games. While the learning media applied in early childhood is successfully implemented, early childhood shows an active, enthusiastic, and happy attitude when learning takes place. Then it can be concluded that the application of VBA-assisted mathematical learning media for excel games in an effort to improve English language skills in early childhood takes place well and smoothly. Early childhood looks more active, creative and confident in learning English, so they can digest the media well in an effort to improve their English language skills.

O uso de jogos matemáticos no trabalho com o cálculo mental

O cálculo mental consiste em diferentes estratégias que visamàobtenção de resultados por meio de métodos mais simples de resolução, tendo comoauxílioo cálculo escrito. Uma das possibilidades para desenvolvê-lo é a utilização dos jogos matemáticos, pois eles propiciam a observaçãoeo trabalho individual e coletivo. Neste artigo, buscou-seinvestigar como estudantes dos anos finais do ensino fundamental utilizam o cálculo mental no trabalho com jogos matemáticos. Para tal,procedeu-se auma pesquisa com um grupo de 16 alunos de uma escola da rede estadual de ensino localizada no município de Castelo, Espírito Santo. Fundamentou-seteoricamente em Parra (1996), Carvalho (2011), Lorenzato (2012), Kishimoto (2017), entre outros. As atividadesrealizadas permitiram concluir que,durante a aplicação dos jogos, os alunos tiveram maior comprometimento em realizar as tarefas. Identificou-seousodos algoritmos da adição da multiplicação como principais estratégias de cálculo mental.

Mathematical Single-Player Computer Game Model to Reproduce Duel Fight of Tanks

In improving computer games, which reproduce a battle of tanks, two tasks can be distinguished: increasing a collection of game tools to represent virtual prototypes of real tank models and ensuring a realistic game. To solve these problems, a tool is necessary that allows us to compare gaming capabilities of virtual tank brands with combat capabilities of their real prototypes. A mathematical model of a computer game that reproduces a duel battle of tanks can be used as the tool. The specified model satisfies the following requirements: the sequence of operations reproduced in the model is in line with the sequence of operations implemented by the player in the course of the game; the maximum amount of ammunition that a tank can use in a model must correspond to the amount of tank ammunition. The duel lasts until one of the tanks is hit, or until all the gunshots available to hit the enemy are expended. It is necessary to find the probabilities of possible outcomes of a duel battle, the mathematical expectation of its duration, the mathematical expectation of the ammunition consumption of each side.The solution to the problem is obtained by constructing a mathematical model according to the scheme of Markov random process with discrete states and continuous time. It is implemented as a program for a model of a duel battle of tanks and can be used when developing a computer game of the genre of tank simulators to assess the gaming capabilities of the virtual tanks in a duel battle from the data on the amount of their ammunition and on the intensity of the game process transition from one state to another; for selecting the intensity values of the game process transition from one state to another, based on the data on the estimated game capabilities of virtual tanks in a duel battle. Thus, game participants can use this model to conduct their own research. Developers of computer games can use it for setting up the game and setting such intensity values of the game process transition from one state to another, at which the gaming capabilities of virtual tanks will correspond to the combat capabilities of their real prototypes on the battlefield.

Automated Analysis of the Origin of Movement: An Approach Based on Cooperative Games on Graphs

In this work, a computational method is proposed to automatically investigate the perception of the origin of full-body human movement and its propagation. The method is based on a mathematical game built over a suitably defined graph structure representing the human body. The players of this game are the graph vertices, which form a subset of body joints. Since each vertex contributes to a shared goal (i.e., to the way in which a specific movement-related feature is transferred among the joints), a cooperative game-theoretical model (specifically a transferable-utility game) is adopted, which is able (via the Shapley value) to measure the relevance of the various joints in human movement when performing full-body movement analysis. The method is theoretically investigated and applied to a motion capture dataset obtained from subjects who performed expressive movements. Finally, the method is validated through an online survey, in which several dancers/nondancers participated. The results show the capability of the proposed approach to represent the evolution of the most important joint responsible for originating each dancer's movement.

Mapeamento do uso de jogos digitais no ensino de matemática para alunos com deficiência intelectual: contribuições da Análise do Comportamento

O ensino de matemática para alunos com deficiência intelectual, por meio de procedimentos informatizados ou não, tem sido alvo de investigação, por mais de duas décadas, pela Análise do Comportamento. Recentemente, o uso de jogos educativos, analógicos ou digitais, também passaram a ser objetos de estudos para o ensino de diferentes habilidades. Assim, esse artigo teve como objetivo apresentar o mapeamento dos estudos brasileiros sobre jogos digitais, que adotaram os pressupostos da Análise do Comportamento na sua elaboração e, foram direcionados especificamente para o ensino de habilidades matemáticas a alunos com deficiência intelectual. Foram selecionados estudos, entre os anos de 2009 e 2020, por meio dos termos: análise do comportamento, jogos digitais, ensino fundamental, matemática e deficiência intelectual. A consulta ocorreu em duas bases de dados (Google Acadêmico e Catálogo de Teses e Dissertações da Capes), a partir do Protocolo de Revisão Sistemática da Literatura (RSL). A ausência de estudos que contemplassem todos os termos, redirecionou a sistematização e análise dos dados, considerando as relações pontuais entre os termos. Foram selecionados e analisados treze estudos, sendo que apenas quatro utilizaram os jogos digitais para o ensino de matemática. A participação de alunos com deficiência intelectual foi constatada somente em estudos que utilizaram procedimentos não informatizados, informatizados e jogos educativos analógicos, com resultados satisfatórios. O mapeamento indicou a necessidade de estudos que articulem essas experiências, o que poderia contribuir para o avanço da área e a inclusão escolar de alunos com deficiência intelectual.

DIÁLOGOS COM A MATEMÁTICA NA EDUCAÇÃO INFANTIL: POSSIBILIDADES DE APRENDIZAGEM COM A PEDAGOGIA FREINET

Esta pesquisa descreve os percursos e aprendizagens de crianças da Educação Infantil nos seus tateamentos experimentais envolvendo conhecimentos matemáticos. O objetivo deste estudo é responder ao seguinte problema de pesquisa: “Quais vivências podem ser planejadas para a aprendizagem de conceitos matemáticos na Educação Infantil dentro de pressupostos da Pedagogia Freinet?”. Para os estudos, fez-se uso dos referenciais teóricos de Pedagogia Freinet, como Freinet (1996), Sampaio (2006) e da Educação Matemática, como Lorenzato (2008) e Smole (2003). A metodologia de pesquisa utilizada foi a pesquisa-ação. Os resultados apontam que intervenções planejadas conseguiram criar contextos ampliados para aprendizagem de matemática resultando em aprendizagens que se fizeram presentes em brincadeiras e interações entre as crianças durante as rotinas da turma como pular-corda, brincar de amarelinha, jogos matemáticos, utilização de mapas da sala e registros de contagens.

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.