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Students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12 + app

The language of algebra promotes thinking about pattern recognition and analysis, problem-solving and reasoning skills, and generalising arithmetic operations through representation with symbols. However, the high level of abstraction in algebra can cause difficulty for some students. Students who h...

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Main Authors: Nyet Moi Siew, Jolly Geofrey, Bih Ni Lee
Format: Article
Language:English
Published: Mathematics and Technology, LLC 2016
Subjects:
QA Mathematics
Online Access:https://eprints.ums.edu.my/id/eprint/18597/1/Students.pdf
https://eprints.ums.edu.my/id/eprint/18597/
http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=5779106a-4407-40db-81be-44dccdff6c19%40sessionmgr4007&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=119563164&db=aph
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spelling my.ums.eprints.185972018-02-03T13:52:33Z https://eprints.ums.edu.my/id/eprint/18597/ Students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12 + app Nyet Moi Siew Jolly Geofrey Bih Ni Lee QA Mathematics The language of algebra promotes thinking about pattern recognition and analysis, problem-solving and reasoning skills, and generalising arithmetic operations through representation with symbols. However, the high level of abstraction in algebra can cause difficulty for some students. Students who have problems learning algebra tend to show less positive attitudes toward algebra. Therefore, this study aimed to examine the effects of an android app, the DragonBox 12+, on algebraic thinking and attitudes toward algebra among eighth grade students. By using a quasi-experimental approach, comparison was made between an experimental group (n = 30) and a control group (n = 30). The instruments used were a pre-post test to test algebraic thinking and a Fennema-Sherman questionnaire to measure student's attitudes toward algebra. Results revealed that students who learned algebra using the DragonBox 12+ showed significantly higher mean scores in algebraic thinking and attitudes toward algebra compared to the control group. Findings suggested that DragonBox 12+ can provide insights into the support required for mathematics teachers to adopt effective game-based learning for teaching algebra in their schools. Mathematics and Technology, LLC 2016-02 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/18597/1/Students.pdf Nyet Moi Siew and Jolly Geofrey and Bih Ni Lee (2016) Students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12 + app. Electronic Journal of Mathematics & Technology, 10 (1). pp. 1-17. ISSN 1933-2823 http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=5779106a-4407-40db-81be-44dccdff6c19%40sessionmgr4007&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=119563164&db=aph
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
topic QA Mathematics
spellingShingle QA Mathematics
Nyet Moi Siew
Jolly Geofrey
Bih Ni Lee
Students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12 + app
description The language of algebra promotes thinking about pattern recognition and analysis, problem-solving and reasoning skills, and generalising arithmetic operations through representation with symbols. However, the high level of abstraction in algebra can cause difficulty for some students. Students who have problems learning algebra tend to show less positive attitudes toward algebra. Therefore, this study aimed to examine the effects of an android app, the DragonBox 12+, on algebraic thinking and attitudes toward algebra among eighth grade students. By using a quasi-experimental approach, comparison was made between an experimental group (n = 30) and a control group (n = 30). The instruments used were a pre-post test to test algebraic thinking and a Fennema-Sherman questionnaire to measure student's attitudes toward algebra. Results revealed that students who learned algebra using the DragonBox 12+ showed significantly higher mean scores in algebraic thinking and attitudes toward algebra compared to the control group. Findings suggested that DragonBox 12+ can provide insights into the support required for mathematics teachers to adopt effective game-based learning for teaching algebra in their schools.
format Article
author Nyet Moi Siew
Jolly Geofrey
Bih Ni Lee
author_facet Nyet Moi Siew
Jolly Geofrey
Bih Ni Lee
author_sort Nyet Moi Siew
title Students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12 + app
title_short Students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12 + app
title_full Students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12 + app
title_fullStr Students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12 + app
title_full_unstemmed Students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12 + app
title_sort students' algebraic thinking and attitudes towards algebra: the effects of game-based learning using dragonbox 12 + app
publisher Mathematics and Technology, LLC
publishDate 2016
url https://eprints.ums.edu.my/id/eprint/18597/1/Students.pdf
https://eprints.ums.edu.my/id/eprint/18597/
http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=5779106a-4407-40db-81be-44dccdff6c19%40sessionmgr4007&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=119563164&db=aph
_version_ 1760229467541733376
score 13.211869

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