Embedding game-based problem-solving phase into problem-posing system for mathematics learning

Kuo-En Chang; Lin Jung Wu; Sheng En Weng; Yao-Ting Sung

doi:10.1016/j.compedu.2011.10.002

Embedding game-based problem-solving phase into problem-posing system for mathematics learning

Kuo-En Chang, Lin Jung Wu, Sheng En Weng, Yao-Ting Sung

Research output: Contribution to journal › Article › peer-review

124 Citations (Scopus)

Abstract

A problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the "solving problem" phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth graders from four different classes were recruited. The experimental group used the problem-posing system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the problem-posing system on students' problem-posing ability, problem-solving ability, and flow experiences. The results revealed more flow experiences, and higher problem-solving and problem-posing abilities in the experimental group.

Original language	English
Pages (from-to)	775-786
Number of pages	12
Journal	Computers and Education
Volume	58
Issue number	2
DOIs	https://doi.org/10.1016/j.compedu.2011.10.002
Publication status	Published - 2012 Feb 1

Keywords

Applications in subject areas
Elementary education
Interactive learning environments
Teaching/learning strategies

ASJC Scopus subject areas

Computer Science(all)
Education

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10.1016/j.compedu.2011.10.002

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abstract = "A problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the {"}solving problem{"} phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth graders from four different classes were recruited. The experimental group used the problem-posing system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the problem-posing system on students' problem-posing ability, problem-solving ability, and flow experiences. The results revealed more flow experiences, and higher problem-solving and problem-posing abilities in the experimental group.",

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AU - Sung, Yao-Ting

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