Understanding students' use of mathematical processes during a digital escape game

Authors

DOI:

https://doi.org/10.26686/nzaroe.v26.6927

Keywords:

mathematical processes, escape games, online

Abstract

Mathematical processes have long been considered an essential component of meaningful learning in mathematics, yet these processes can sometimes be invisible in the mathematics classroom or in learning experiences. This discussion uses the context of a purpose-designed, innovative ‘digital escape’ game to illustrate how digital experiences might bring mathematical processes to the fore of student learning while offering other affordances only seen in the online space. This article reports on a pilot study conducted with 12-15-year-old school students with the aim of determining if a digital escape game could promote the use of mathematical processes. During the digital escape game, it was found that students engaged with problem-solving, reasoning, communication and made connections within, across and beyond mathematics. The preliminary findings demonstrate how digital experiences may enrich the use and development of core mathematical processes, and it is argued that teachers could use their own expertise and knowledge of their learners to design such experiences, catering to student needs and interests.

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Author Biography

Megan Clune, University of Auckland

Megan Clune is a Professional Teaching Fellow at the Faculty of Education, working in the areas of mathematics, science and technology. As a primary school teacher for 10 years and an Assistant Principal, Megan has always had a passion for digital technologies and the learning of mathematics. She is currently undertaking her PhD exploring how digital escape games might enrich the development of core mathematical processes.

References

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Published

2021-07-01

Issue

Vol. 26 (2020): New Zealand Annual Review of Education

Section

Articles

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