Teacher Profiles: Exploring Mathematic Teachers’ Efficacy, Dispositions, and Support in Using Digital Games for Teaching

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Games for Cognition and Learning (Table 20)

Abstract

Although researchers have found digital games are beneficial for mathematics learning, definitive guidelines for the effective integration of games within instruction are lacking. Specifically lacking is “practical guidance for how (when, with whom, and under what conditions) games can be integrated into the learning process to maximize their learning potential” (Van Eck, 2015, p. 13). To address this gap, we explored patterns of digital game use among mathematics teachers in the US. Using the Digital Game Usage in the Mathematics Classroom Survey (DGUMS; Authors, 2022), we explored profiles of mathematics teachers related to their levels of efficacy, dispositions, and available support for using digital games for teaching. This proposal reports on our findings.

Authors

• André R. Denham, University of Alabama

• Stefanie A. Wind, University of Alabama

• Kristin E. Harbour, University of South Carolina