Interactive, Visual-Spatial Representation of Math Story Problems via an Architectural Game-Based Learning Platform

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-5 - Design and Study of Technology for Learning in Mathematics Education

Abstract

This paper aims to explore the design of the game-based, visual-spatial representation of math story problems and its influence in reinforcing middle-school students’ mathematical processing and problem solving skill development. It is hypothesized that via game play students will externalize their cognitive processes of interpreting, assessing, selecting, and integrating relevant cues to represent math problems. An architectural simulation game (E-Rebuild) was developed as the test case. We collected longitudinal data from three mixed-method design experiments of E-Rebuild to examine interactive, visual-spatial representation of math problems as an alternative approach of teaching math problem-solving, and to illustrate students’ mathematical processing and problem-solving conducts framed by interactive and visual-spatial math story problems.

Authors

• Fengfeng Ke, Florida State University

• Kathleen Clark, Florida State University