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ERIC Number: EJ1095367
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0731-9258
Impact of Math Snacks Games on Students' Conceptual Understanding
Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.
Journal of Computers in Mathematics and Science Teaching, v35 n2 p173-193 Apr 2016
This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a randomized, controlled, quasi-experimental design, classrooms were randomly assigned to one of two conditions in a delayed treatment model. First Group A, and then Group B, received 5 weeks of "Math Snacks" intervention in addition to the regular district mathematics curriculum. Using a carefully refined test containing multiple choice and open-ended items, both groups were assessed three times: prior to any interventions, at the end of Phase 1 (when only Group A had received the intervention), and at the end of Phase 2 (when both groups had received the intervention). Students' mean gains over 5 weeks were significantly higher while receiving the "Math Snacks" intervention as compared to the group not receiving the intervention.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: New Mexico
IES Grant or Contract Numbers: 0918794