Examining Pedagogical Approaches and Types of Mathematics Knowledge in Educational Games: A Critical Review

• In Event: Technology and Mathematics

Abstract

Even though there is an increase in the number of educational games adapted in math classrooms, little is known that the pedagogical design approaches, the math knowledge types as well as the games available and their effectiveness. We systematically reviewed math game studies published between 2010-2019 and evaluated them with respect to a) the type of pedogeological foundations inherent in games using Kebritchi’s (2008) framework, b) the type of mathematics knowledge they facilitated (Bisanz and LeFevre, 1990; Rittle-Johnson, 2017), and c) the effect size of the central learning outcomes. The results indicate that problem-focussed math games can engage students in learning different types of math knowledge. However, analysis of effect sizes indicates math games impact on math achievement is variable.

Authors

• Gulsah Kacmaz, McGill University

• Adam Kenneth Dubé, McGill University