Collaborative Testing and Game-Based Learning in High School Mathematics Classes

• In Event: Millennium Hotel Roundtable Session 16
  In Roundtable Session: Technology and Games in Mathematics Learning

Abstract

This paper draws upon data from an ongoing three-year qualitative study of game-based learning in 11 public high school math classes (seven tenth-grade Geometry classes and four eleventh-grade Algebra classes) in the northeastern United States. More specifically, for this presentation, data from the 2016-2017 academic year suggest that the collaborative features inherent in game-based learning can be applied to formal assessments without compromising the integrity of learning. The affordances and constraints of such an approach will be discussed, as well as implications for future practice and research.

Author

• Sandra Schamroth Abrams, Saint John's University