ERIC Number: ED661011
Record Type: Non-Journal
Publication Date: 2024
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Do Primary School Teachers Prefer Digital or Non-Digital Games to Support Mathematics Instruction?
James Russo; Anne Roche
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (46th, Gold Coast, Australia, Jun 30-Jul 4, 2024)
In this paper we explored primary school teachers preference for different game modes to support mathematics teaching and learning. Eighty-four teachers played digital and non-digital addition and subtraction games that were functionally equivalent during professional learning workshops. Most teachers indicated that they would be more likely to use the non-digital mode; despite more mixed views around perceived effectiveness for supporting learning and anticipated student preferences. Key reasons as to why teachers tended to prefer non-digital or digital games are examined.
Descriptors: Foreign Countries, Elementary School Mathematics, Elementary School Teachers, Professional Development, Teacher Workshops, Game Based Learning, Educational Games, Computer Games, Addition, Subtraction, Teacher Attitudes, Mathematics Instruction, Physical Activities, Physical Activity Level, Authentic Learning
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia (MERGA)
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A