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Article
Publication date: 11 September 2017

Mia Kalish

Educational mathematics game models tend to be simplistic because they are target-oriented. This paper aims to show how game models that facilitate discovery and analysis can be…

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Abstract

Purpose

Educational mathematics game models tend to be simplistic because they are target-oriented. This paper aims to show how game models that facilitate discovery and analysis can be derived from successful implementations already existing in the popular culture.

Design/methodology/approach

Based loosely on Rivera’s Toward a visually-oriented school mathematics curriculum, the analysis combines perspectives from psychology, the graphic arts and object-oriented technology to illustrate the depth and breadth of mathematics in a popular commercial.

Findings

This paper offers an cross-disciplinary justification for expanding curricular resources beyond traditional alphanumeric metonymies. Illustrations show the mathematical concepts underlying the commercial structure as well as the multimodal, sensuous, semiotic aspects.

Research limitations/implications

This analytical approach is intended to precede development of game mechanics. It is focused on expanding the psychology of mathematics beyond the metonymic, canned problem approach and toward more dynamic examples.

Practical implications

Games based on real examples from popular culture can provide learners with an answer to the following question: When will I ever use this in real life?

Social implications

The philosophy here is that learners will be excited and challenged by engaging real-life mathematics. The issue has always been that people cannot imagine what they have never seen, and this approach gives them a way to see the math in action, answering Rivera’s question, “Can we make a game based on visualizing the mathematics” with a resounding “Yes!”

Originality/value

This paper offers a fresh approach to designing games for learning mathematics.

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Article
Publication date: 9 February 2015

Mia Kalish

The purpose of this paper is to show how one instructor used an integrated collection of technological and cognitive tools that consistently led to student success. Educators…

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Abstract

Purpose

The purpose of this paper is to show how one instructor used an integrated collection of technological and cognitive tools that consistently led to student success. Educators today struggle with the need to improve student success in a dynamic and increasingly technological world. Learners need to master more, more quickly and educators need to upgrade their skills to meet these needs.

Design/methodology/approach

This vision-based research design focused on the goal that all students can succeed. The design took the non-traditional approach of separating pedagogical models that worked from those that did not. The objectives were achieved by successively improving the pedagogy. The components of the final model were evaluated using multiple regression to determine individual and summative effectiveness.

Findings

The pedagogical model designed around the goals of allowing adequate time for scaffolded acquisition and increasing skill development demonstrated consistent student success in the A and B grade range.

Research limitations/implications

A sophisticated knowledge of the issues involved underlies the actualization of this research. The success of the approach will be determined by the author’s ability to enable the method to function on its own.

Practical implications

With the increasing sophistication of teaching and learning tools, opportunities arise for more detailed and complex pedagogical analyses.

Social implications

With improved pedagogies, more students will succeed.

Originality/value

Using Microsoft® Excel® for evaluation of a pedagogical model that is also quantitatively analyzable.

Details

On the Horizon, vol. 23 no. 1
Type: Research Article
ISSN: 1074-8121

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