NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1113986
Record Type: Journal
Publication Date: 2016-Oct
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2211-1662
Pre-Service Teacher Training on Game-Enhanced Mathematics Teaching and Learning
Meletiou-Mavrotheris, Maria; Prodromou, Theodosia
Technology, Knowledge and Learning, v21 n3 p379-399 Oct 2016
The paper reports the main insights from a study aimed at equipping a group of pre-service teachers with the knowledge, skills, and practical experience required to effectively integrate educational games within the mathematics curriculum. An instructional intervention based on the Technological Pedagogical and Content Knowledge framework was implemented in an undergraduate mathematics methods course attended by thirteen (n = 13) prospective primary teachers. Participants experimented with different ways in which educational games could help students internalize key mathematical concepts across the primary curriculum, and were familiarized with the design principles for constructivist gaming environments. Upon completion of a unit on game-enhanced learning, they worked in small groups to develop and deliver, during their teaching placements, instructional episodes integrating the use of serious games. Findings indicate a positive impact on pre-service teachers' perceptions regarding game-based learning, and on their competence in selecting, evaluating, and productively utilizing digital games as an instructional tool.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A