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Acta Didactica Universitatis Comenianae Mathematics, Issue 8, 2008 GAMES BASED

Acta Didactica Universitatis Comenianae Mathematics, Issue 8, 2008 GAMES BASED LEARNING IN TEACHING OF MATHEMATICS AT LOWER SECONDARY SCHOOL1 PETER VANKÚŠ Abstract. The paper is about Games Based Learning in teaching of mathematics at lower secondary school. Our experience from using of didactical games and results from our previous researches on efficacy of teaching of mathematics with the method of didactical games are basis for our discussion about integration of games in the mathematics at lower secondary school and influences of these games on pupils’ mathematical knowledge, their attitudes towards mathematics and process of its teaching and development of their key com- petencies. The output of this discussion is positive statement about increase of mathematics education quality by the integration of proper didactical games into mathematics lessons. The goal of our paper is then to present possibilities of Games Based Learning in teaching of mathematics at lower secondary school and to inspire teachers for including of proper didac- tical games into mathematics education. Résumé. Notre article traite l'utilisation des jeux didactiques dans l'enseignement des mathé- matiques au deuxième cycle (collège). Le but de notre article est de présenter le potentiel des jeux didactiques dans l'enseignement des mathématiques au deuxième cycle et de motiver le cadre des enseignants de s'inspirer de ces jeux. Nos expériences et les résultats de nos recher- ches précédentes concernant l'efficacité de cette méthode forment la base de notre discussion: l'intégration des jeux dans les classes et leur déroulement; l'influence de ces jeux sur les connaissances et sur l'attitude des élèves par rapport aux mathématiques; le développement des compétences – clés. L'affirmation que la qualité de l'éducation mathématique accroît si on y intègre des jeux didactiques conclut notre discussion. Zusammenfassung. Der Artikel behandelt die Verwendung von didaktischen Spielen in der Mathematikunterricht auf Hauptschulen. Unsere Erfahrungen mit der Anwendung didakti- sher Spiele und die Ergebnisse unseren vorigen Forschungen einschlägig der Effektivität der Mathematikunterricht mit die Methode der didaktischen Spielen sind die Grundlage für eine weitere Diskussion bezüglich der Integration der Spiele ins Mathematikunterricht auf Haupt- schulen und bezüglich der Einfluss dieser Spiele an die Mathematikkenntnisse der Schüler, ihrer Einstellung zum Mathematik und zum Lauf ihrer Unterricht und die Entwicklung von Schlüsselkompetenzen. Die Schlussforgerung dieser Diskussion ist eine Thesis über die 1 This article was supported by European Social Fund JPD 3 BA-2005/1-063. P. VANKÚŠ 104 Steigerung der Qualität der Mathematischer Ausbildung durch der Integration von entspre- chenden didaktischen Spielen an Stunden der Mathematik. Das Ziel des Artikels ist es dieses Potential der didaktischen Spielen angewendeten in der Mathematikunterricht auf Haupt- schulen zu präsentieren und ein breites Publikum der Schullehrer zum das Einreihung solchen Spiele in der Mathematikunterricht zu inspirieren. Riassunto. L’articolo si riferisce all’applicazione della Games Based Learning all’inse- gnamento delle matematiche nella scuola secondaria. La nostra esperienza nell’utilizzo di giochi didattici e i risultati dalle nostre precedenti ricerche sull’efficacia dell’insegnamento delle matematiche attraverso giochi didattici è la base per la nostra discussione sull'integra- zione di giochi nelle matematiche nella scuola secondaria inferiore e le influenze di questi sulle conoscenze matematiche degli alunni, i loro atteggiamenti nei confronti delle matema- tiche, il processo di insegnamento della disciplina e lo sviluppo delle competenze chiave. L’output della nostra discussione riporta un positivo aumento nella qualità dell’istruzione matematica attraverso l'integrazione di appropriati giochi didattici inseriti nell’insegnamento delle matematiche. L’obiettivo dell’articolo è allora quello di presentare possibilità di Games Based Learning nell’insegnamento delle matematiche alla scuola secondaria e spingere gli insegnanti ad inserire giochi didattici corretti nell’istruzione matematica. Abstrakt. V článku rozoberáme integráciu didaktických hier do vyučovania matematiky na druhom stupni ZŠ. Naše skúsenosti z používania týchto hier a výsledky našich predchádza- júcich výskumov týkajúcich sa efektívnosti vyučovania matematiky metódou didaktických hier sú podkladom pre ďalšiu diskusiu ohľadne vplyvu týchto hier na žiacke vedomosti, postoje k matematike a priebehu jej vyučovania a na rozvoj kľúčových kompetencií. Záverom tejto diskusie je tvrdenie o zvýšení kvality matematickej edukácie prostredníctvom integrácie vhodných didaktických hier na hodinách matematiky. Cieľom článku je teda prezentovať potenciál didaktických hier používaných vo vyučovaní matematiky na druhom stupni ZŠ a inšpirovať širokú učiteľskú verejnosť pre zaradenia takýchto hier do vyučovania ma- tematiky. Key words: didactical game, mathematics, knowledge, attitudes, efficacy, experimental research 1 INTRODUCTION In modern educational theories is highlighted necessity of pupils’ activity during lessons. There is also demand for development of not only pupils’ know- ledge but all key competencies. So we need teaching methods able to fulfil these needs. Very promising seems to be the method of teaching by didactical games. As didactical game we consider activity of pupils which realize some edu- cational goals and bring to pupils happiness and pleasure. This is very nice and comprehensive definition of didactical game (Průcha, Walterová and Mareš, 1998, p. 48, translated by author): GAMES BASED LEARNING IN TEACHING OF MATHEMATICS 105 Didactical game: Analogy of spontaneous children’s activity, which realize (for children not every time evidently) educational goals. Can take place in classroom, sport-hall, playground, or in the nature. Each game has its rules, needs continuous management and final assessment. It is suitable for single child either for group of children. Teacher has various roles: from main coordinator to an onlooker. Its advantage is motivational factor: it raises interest, makes higher children’s involve- ment in teaching activities, and encourages children’s creativity, sponta- neity, co-operation and also competitiveness. Children can use their knowledge, abilities and experience. Some didactical games approach to model situations from real life. There are researches on efficacy of the using of didactical games in mathe- matics education (see chapter Didactical Games). According to their results the games seem to be asset in the area of pupils attitudes towards mathematics and process of its teaching and some games are also useful tool for better construc- tion of mathematical knowledge. Therefore there is need to find new games for realization of various educational goals and inquire their efficacy and influences on teaching process. In this article we present results of our researches on influences of some didactical games on pupils’ attitudes towards mathematics and its teaching and on their mathematical knowledge. Then we discuss on the basis of these results question if games based learning (GBL) increase quality of mathematics educa- tion at lower secondary school. In the appendix 1 we also introduce for better illu- stration of discussed topic one didactical game that we used in our researches and our observation from its using at mathematics lessons and also pupils’ reactions. 2 DIDACTICAL GAMES Using of didactical games in pupils education has long tradition throughout the history (see Vankúš, 2005a). So it came also in focus of researches in the theory of mathematics education. Randel, Morris, Wetzel and Whitehill (1992) referred that using of didacti- cal games during mathematics’ teaching can support pupils’ motivation and per- formance during lessons. The active children’s participation during the games is the need for better understanding and memorizing of taught mathematical know- ledge. Pulos and Sneider (1994) found out that properly chosen didactical game helps children to learn new mathematical notions and skills. These researchers recommended putting games into mathematics’ curriculum as an auxiliary acti- vity. They found out that experience gained trough proper didactical game used P. VANKÚŠ 106 after mathematics lessons, dealing with the same mathematical notions and skills as the lessons, leaded to better understanding and more durable memorizing of taught knowledge. E. Krejčová and M. Volfová in their work (1994) highlighted big value of game as a vital part of education. Putting didactical game into education enlarge, in accordance with authors, pupils interest in active work during mathematics’ lessons and overall interest in mathematics. It improves whole process of mathe- matics lessons. As a positive feature of didactical game they referred about necessary integration of knowledge from different parts of mathematics curri- culum and also from different subjects. Positive influences of games on development of primary school children described in her work J. Cejpeková (1996). She has seen potential of didactical game in these areas: Didactical game: • makes pupils active, • develops their memory, imagination, concentration, thinking and speech, • refines pupils’ feelings area, supports learning by experience, • improves self-confidence and self-cognition, • makes possible social learning, prepares for various social situations, • motivates, develops interests, satisfies needs, leads to creativity and self- reliance, • has important influence as relax. M. Zelinová made precise analysis of functions of game in children’s deve- lopment. According to author game has important role in development of these areas of personality (1999): Noncognitive areas: • feelings and positive experience, improvement of self-confidence, • bigger activity and motivation, • social behaviour, better social skills, • boost of creativity, pleasure of creative activities. Cognitive areas: • sensory and motoric functions, • memory, • abilities to evaluate, • creative thinking. G. Booker, Australian pedagogue, has used games in education at primary schools. He described the experience and observation from using of didactical games in his work The Maths Games (2000). Let us mention some of them: GAMES BASED LEARNING IN TEACHING OF MATHEMATICS 107 Game is for children funny activity that brings uploads/Management/ 06vankus-games-based-learning-in-teaching.pdf