Students Connections Among Semiotic Representations in Digital Games and Their Impact on Mathematics Learning

• In Event: Technology, Instruction, Cognition and Learning SIG: Relationships Among Technology, Instruction, Cognition, and Learning

Abstract

This study examined how students’ representational connections in digital games influenced their mathematics learning. Researchers gathered video and pre-post-test data while students in Grades 4-6 played 9 digital games. Using a mixed methods design, researchers identified frequency of representation use using video data, and the relationship between use of representations and test scores. The video data revealed that images were the most frequently used representation, followed by symbols. A difference in proportions test revealed impacts on test scores when students used language in 8 games, when students used gestures in 7 games, and when students used images or symbols in 6 games. These results show the importance of students connecting mathematical representations.

Authors

• Patricia S. Moyer-Packenham, Utah State University

• Allison Leatrice Roxburgh, Utah State University

• Kristy Litster, Valdosta State University

• Joseph Kozlowski, Utah State University