Teaching and Learning with Nondigital Fraction Games

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 2
  In Roundtable Session: Embracing Creativity and Play in the Teaching and Learning of Mathematics

Abstract

Approaches to intervention for students with unfinished learning in math need creative reimagining. Non-digital math games are a promising intervention because they are playful, engaging, and offer students and teachers choice. This study examines the mathematical thinking of fourth-grade students as they engage in three nondigital fraction games, both with and without their teacher. We examine how students reason about comparing fractions and identifying equivalence, as well as the teacher moves that encourage these mathematical behaviors and discussions. Findings suggest that students engage in mathematical thinking both with and without their teacher; however, the teacher’s presence and the questioning she provides allow for a deeper insight into students' mathematical thinking.

Authors

• Jenny Goldberg, University of California - Santa Barbara

• Rachel Lambert, University of California - Santa Barbara