Using mini-games for learning multiplication and division: A longitudinal effect study

摘要: This thesis reports the findings of a three-year longitudinal research project set up to investigate effectiveness employing online mini-games for learning multiplication and division, including multiplicative fact knowledge (declarative knowledge), operation skills (procedural insight in number relations (conceptual knowledge). A large primary school students was followed from end Grade 1 4. The first study this examined students’ initial ability at 1, just before division were formally introduced. It found that could already solve quite some problems (58% correct). Especially involving equal groups pictures with countable objects often solved correctly. Furthermore, performance influenced by parental education mathematics textbook used. second on effects 2. cluster randomized experiment used, four conditions: playing school, integrated lesson (E1), home without attention (E2), debriefing (E3), control group (C) which other domains played school. Learning investigated using pre- posttest insight. When comparing each experimental condition group, marginally significant effect E3 (p = .07, d 0.23); conditions no found. third both 2 3. Effects knowledge, skills, relations. games be effective E1 enhancing insight, also (ds ranging 0.22 0.35). In E2 only above-average prior ability. Time effort spent cases, but not always, related outcomes. more boys than girls. fourth special (Grade 2). Here, C included. positively affected as compared (d 0.39). For (measured combined test) there difference group. fifth development regular attitude towards mathematics, accordance earlier studies, decrease over years. Girls had positive boys, between achievement. Finally, time significant, weak, predictor later attitude.