Number Line Mastery Through Game Apps
Timothy Smith, California State University, Sacramento, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Utilizing digital technology properly in the classroom can help students make the leap from procedural to conceptual and from concrete to abstract. This paper discusses the migration of digital technology into the classroom with an emphasis on video games used as tools for learning. The author outlines the effect of "vertical number line" video games on students' perception of numerical values and ideas of magnitude. Current brain theory promotes the connection of modeling with the ability to visualize and conceptualize numerical-magnitude representations, and this article presents video games as the ideal modeling tool. The author discusses the proliferation of game-making software and the ability of the classroom teacher to construct and adapt video games to specific learning concepts and classroom environments. It also explores the barriers pre-service and in-service teachers encounter in integrating video games into their instruction.
Smith, T. (2015). Number Line Mastery Through Game Apps. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 841-846). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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