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Effects of mathematics computer games on special education students’ multiplicative reasoning ability. / Bakker, Marjoke; van den Heuvel-Panhuizen, Marja; Robitzsch, Alexander.

in: British Journal of Educational Technology, Jahrgang 47, Nr. 4, 2016, S. 633-648.

Publikationen: Beitrag in FachzeitschriftArtikel in FachzeitschriftForschungBegutachtung

Harvard

Bakker, M, van den Heuvel-Panhuizen, M & Robitzsch, A 2016, 'Effects of mathematics computer games on special education students’ multiplicative reasoning ability', British Journal of Educational Technology, Jg. 47, Nr. 4, S. 633-648. https://doi.org/10.1111/bjet.12249

APA

Bakker, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2016). Effects of mathematics computer games on special education students’ multiplicative reasoning ability. British Journal of Educational Technology, 47(4), 633-648. https://doi.org/10.1111/bjet.12249

Vancouver

Bakker M, van den Heuvel-Panhuizen M, Robitzsch A. Effects of mathematics computer games on special education students’ multiplicative reasoning ability. British Journal of Educational Technology. 2016;47(4):633-648. https://doi.org/10.1111/bjet.12249

Author

Bakker, Marjoke ; van den Heuvel-Panhuizen, Marja ; Robitzsch, Alexander. / Effects of mathematics computer games on special education students’ multiplicative reasoning ability. in: British Journal of Educational Technology. 2016 ; Jahrgang 47, Nr. 4. S. 633-648.

BibTeX

@article{350dd8ab07fe4c96adfc1161c58a1f07,
title = "Effects of mathematics computer games on special education students{\textquoteright} multiplicative reasoning ability",
abstract = "This study examined the effects of a teacher-delivered intervention with online mathematics mini-games on special education students' multiplicative reasoning ability (multiplication and division). The games involved declarative, procedural, as well as conceptual knowledge of multiplicative relations, and were accompanied with teacher-led lessons and class discussions. A pretest–posttest control-group design was employed, with 81 students from five schools for special primary education (three experimental schools and two control schools). The intervention consisted of two 10-week game periods in which a total of 16 mini-games were offered as part of the regular educational program for multiplicative reasoning. The control group students played non-multiplicative mini-games; for multiplicative reasoning, they followed their regular educational program without mini-games. In both groups, students' multiplicative reasoning ability significantly increased. Regarding declarative knowledge of multiplication facts, learning outcomes were significantly higher in the experimental group as compared with the control group. This finding indicates the usefulness of mini-games for enhancing special education students' mathematics fact knowledge. Learning outcomes on a test measuring procedural and conceptual knowledge of multiplicative reasoning did not differ between experimental and control group. For these learning outcomes, then, the mini-games intervention did not have added value but can still be considered a “safe” alternative approach.",
keywords = "Methodological research and development",
author = "Marjoke Bakker and {van den Heuvel-Panhuizen}, Marja and Alexander Robitzsch",
note = "Funded by Ministry of Education in the Netherlands. Grant Number: ODB 08007",
year = "2016",
doi = "10.1111/bjet.12249",
language = "English",
volume = "47",
pages = "633--648",
journal = "British Journal of Educational Technology",
issn = "1467-8535",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - Effects of mathematics computer games on special education students’ multiplicative reasoning ability

AU - Bakker, Marjoke

AU - van den Heuvel-Panhuizen, Marja

AU - Robitzsch, Alexander

N1 - Funded by Ministry of Education in the Netherlands. Grant Number: ODB 08007

PY - 2016

Y1 - 2016

N2 - This study examined the effects of a teacher-delivered intervention with online mathematics mini-games on special education students' multiplicative reasoning ability (multiplication and division). The games involved declarative, procedural, as well as conceptual knowledge of multiplicative relations, and were accompanied with teacher-led lessons and class discussions. A pretest–posttest control-group design was employed, with 81 students from five schools for special primary education (three experimental schools and two control schools). The intervention consisted of two 10-week game periods in which a total of 16 mini-games were offered as part of the regular educational program for multiplicative reasoning. The control group students played non-multiplicative mini-games; for multiplicative reasoning, they followed their regular educational program without mini-games. In both groups, students' multiplicative reasoning ability significantly increased. Regarding declarative knowledge of multiplication facts, learning outcomes were significantly higher in the experimental group as compared with the control group. This finding indicates the usefulness of mini-games for enhancing special education students' mathematics fact knowledge. Learning outcomes on a test measuring procedural and conceptual knowledge of multiplicative reasoning did not differ between experimental and control group. For these learning outcomes, then, the mini-games intervention did not have added value but can still be considered a “safe” alternative approach.

AB - This study examined the effects of a teacher-delivered intervention with online mathematics mini-games on special education students' multiplicative reasoning ability (multiplication and division). The games involved declarative, procedural, as well as conceptual knowledge of multiplicative relations, and were accompanied with teacher-led lessons and class discussions. A pretest–posttest control-group design was employed, with 81 students from five schools for special primary education (three experimental schools and two control schools). The intervention consisted of two 10-week game periods in which a total of 16 mini-games were offered as part of the regular educational program for multiplicative reasoning. The control group students played non-multiplicative mini-games; for multiplicative reasoning, they followed their regular educational program without mini-games. In both groups, students' multiplicative reasoning ability significantly increased. Regarding declarative knowledge of multiplication facts, learning outcomes were significantly higher in the experimental group as compared with the control group. This finding indicates the usefulness of mini-games for enhancing special education students' mathematics fact knowledge. Learning outcomes on a test measuring procedural and conceptual knowledge of multiplicative reasoning did not differ between experimental and control group. For these learning outcomes, then, the mini-games intervention did not have added value but can still be considered a “safe” alternative approach.

KW - Methodological research and development

U2 - 10.1111/bjet.12249

DO - 10.1111/bjet.12249

M3 - Journal article

VL - 47

SP - 633

EP - 648

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 1467-8535

IS - 4

ER -

ID: 674181