Developing Mathematics Knowledge and Computational Thinking through Game Play and Design: A Professional Development Program

Autor/inn/en	Smith, Hannah; Closser, Avery H.; Ottmar, Erin; Arroyo, Ivon
Titel	Developing Mathematics Knowledge and Computational Thinking through Game Play and Design: A Professional Development Program
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 20 (2020) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Computation; Mathematics Instruction; Mathematics Skills; Knowledge Level; Educational Games; Design; Faculty Development; Thinking Skills; STEM Education; Educational Technology; Technology Uses in Education; Telecommunications; Handheld Devices; Middle School Teachers; Middle School Students; Student Attitudes; Achievement Gains; Program Effectiveness; Computer Games; Teacher Role; Student Role + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Educational game; Lernspiel; Denkfähigkeit; STEM; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Schülerverhalten; Achievement gain; Leistungssteigerung; Computer game; Computerspiel; Computerspiele; Lehrerrolle
Abstract	The Game Play and Design Framework is a project-based instructional method to engage teachers and students with mathematics content by utilizing technology as a vehicle for game play and creation. In the authors' prior work, they created a technology tool and game editing platform, the Wearable Learning Cloud Platform (WLCP), which enables teachers and students to play, create, and experience technology-augmented learning activities. This paper describes a 14-week Game Play and Design professional development program in which middle school teachers played, designed, tested, and implemented mathematics games in the classroom with their own students. Examples are included of teacher-created games, feedback from the students' experience designing games, and evidence of student learning gains from playing teacher-created games. This work provides a pedagogical approach for educators and students that utilizes the benefits of mobile technologies and collaborative learning through games to develop students' higher-level thinking in STEM classrooms. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01