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1. From Here to There! Elementary: A Game-Based Approach to Developing Number Sense and Early Algebraic Understanding

Author

Hulse, Taylyn, Daigle, Maria, Manzo, Daniel, Braith, Lindsay, Harrison, Avery, and Ottmar, Erin

Abstract

This paper examines whether using "From Here to There!" ("FH2T:E"), a dynamic game-based mathematics learning technology relates to improved early algebraic understanding. We use student log files within FH2T to explore the possible benefits of student behaviors and gamification on learning gains. Using in app measures of student interactions (mouse clicks, resets, errors, problem solving steps, and completions), 19 variables were identified to summarize overall problem solving processes. An exploratory factor analysis identified five clear factors including engagement in problem solving, progress, strategic flexibility, strategic efficiency, and speed. Regression analyses reveal that after accounting for behavior within the app, playing the gamified version of the app contributed to higher learning gains than playing a nongamified version. Next, completing more problems within the game related to higher achievement on the post-test. Third, two significant interactions were found between progress and prior knowledge and engagement in problem solving and prior knowledge, where low performing students gained more when they completed more problems and engaged more with those problems. [This article was published in "Educational Technology Research and Development" (EJ1208101).]

Published
2019
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2. Embodied Mathematical Imagination and Cognition (EMIC) Working Group

Author

Ottmar, Erin R., Walkington, Candace, Abrahamson, Dor, Nathan, Mitchell J., Harrison, Avery, and Smith, Carmen

Abstract

Embodied cognition is growing in theoretical importance and as driving a set of design principles for curriculum activities and technology innovations for mathematics education. The central aim of the EMIC (Embodied Mathematical Imagination and Cognition) Working Group is to connect with inspired colleagues in this growing community of discourse around theoretical, technological, and methodological developments to advance the study of embodied cognition for mathematics education. Our thriving, informed, and interconnected community of scholars organized around embodied mathematical cognition will continue to broaden the range of activities, practices, and emerging technologies that contribute to mathematics teaching and learning as well as to research on theses phenomena. This year's proposed EMIC working group builds upon our prior working groups with a specific focus on collaboratively creating embodied activities for mathematics learning that utilize different types of physicality, from full-body to gestural movements. In particular, we aim to develop and evaluate novel activities that apply principles of embodied cognition to foster mathematics learning through engaging in the enactment of carefully crafted movement. Our ongoing goal is to connect researchers and educators as we all create activities which can be implemented in mathematics classrooms. [For the complete proceedings, see ED606556.]

Published
2019

3. Embodied Mathematical Imagination and Cognition (EMIC) Working Group

Author

Nathan, Mitchell J., Harrison, Avery, Smith, Hannah, Ottmar, Erin, Abrahamson, Dor, and Williams-Pierce, Caro

Abstract

The central aim of the EMIC Working Group is to connect, engage, and inspire colleagues in this growing community of discourse around theoretical, technological, and methodological developments for advancing the study of embodied cognition for mathematics education. This year, our fifth at PME-NA, we also will convene on Day 3 with the WG on Mathematical Play. Our community of scholars will use these sessions to continue to broaden the range of activities, practices, and emerging technologies that contribute to mathematics teaching and learning as well as to research on these phenomena. [This paper was published in: "Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education," edited by A. I. Sacristán, et al., Cinvestav / AMIUTEM / PME-NA, 2020, pp. 166-168.]

Published
2020

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