Prompting Connections Between a Fraction Game and School Mathematics

• In Event: 29.091 - Poster Session 4
  In Poster Session: 29.091-4 - Game Design and Game-Based Learning

Abstract

The purpose of this study was to test the impact of two different types of reflection prompts on mathematics learning during an online fraction game called Refraction. One group of sixth grade students was prompted to reflect only on problem-solving strategies while another group was prompted to reflect on both problem-solving strategies and mathematical connections in the game. Results indicate that students who were prompted to reflect on both problem-solving strategies and mathematical connections improved more on a pre- and post-test, and this type of reflection was particularly important for students with low prior knowledge.

Author

• Carmen Petrick Smith