Game Time: An Intervention to Support Teachers and Students in Complex Times Learning Mathematics Through Joy

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Innovations in Mathematics Teaching (Table 6)

Abstract

In an effort to bring joy to math intervention by using non-digital games that are fun and accessible for all students, whether or not they have been identified as being “in need of intervention,” we provided board and card games to 11 classrooms of third and fourth grade students in a local school district. We conducted observations and semi-structured interviews to understand how teachers implemented the board games in their classrooms, which games they found valuable and why, and what barriers they faced. In this paper we report teacher perceptions of the impact of Game Time. Teachers observed their students developing more positive relationships with mathematics, and games allowed students to practice procedural fluency in an engaging way.

Authors

• Rachel Lambert, University of California - Santa Barbara

• Tomy Tri Nguyen, University of California - Santa Barbara

• Jennifer L. Goldberg, University of California - Santa Barbara