About this paper

Appears in:
Pages: 4918-4923
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

GROUP GAMES IN MATHEMATICS LEARNING: A RESOURCE FOR EVERYONE

Spanish students have improved their results for mathematics in the last decade, but they remain below the OECD average (PISA, 2013). Reviewing the literature, we found that there is a lack of educational resources that prevent students attain the skills and competencies required (Villarreal, 2005). We need answers that motivate and optimize learning.

In a classroom, we can find different students. Each one has a perception, a way of understanding, an ability to acquire knowledge… But all of them need the knowledge proposed by the teacher (Fernández Bravo, 2010), even if they aren’t aware of it.

When we talk about teaching mathematics, we often find a difficulty. Some of the students have no problem following the explanation, but there are students which need more reps, and a few of them require a greater dedication.

In this situation, teachers are in a dilemma. If they stop to help these slower learning students, the rest of them get bored or dispersed. But on the other hand, these students are the ones who need more the teacher guidance.

To solve this problem, we offer a proposal for educational innovation based on group games (Kamii and DeVries, 2010), in which the mathematical knowledge that the student has to understand underlies. The main feature of these games is that the mathematical contents are not explicit in the game. Through this methodology, the slower learning students can acquire mathematical concepts without realizing.

This paper aims to identify, characterize and analyze some variables involved in teaching and learning mathematics in a secondary education class where games are used as a learning resource.

In our proposal "there is no prerequisite to play". "You can play and even win only with your logic". All students can learn and have fun with the game, and it doesn’t matter if they are good at mathematics or not. Some of them may improve its strategy and the others can acquire it by imitation. The slower learning students waste the necessary time to understand the concept without realizing. The teacher's role is crucial in the choice/invention of the game
@InProceedings{CABALLEROGARCIA2015GRO,
author = {Caballero Garc{\'{i}}a, P. and Carretero Cenjor, M.J. and Fern{\'{a}}ndez Palop, P.},
title = {GROUP GAMES IN MATHEMATICS LEARNING: A RESOURCE FOR EVERYONE},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {4918-4923}}
TY - CONF
AU - P. Caballero García AU - M.J. Carretero Cenjor AU - P. Fernández Palop
TI - GROUP GAMES IN MATHEMATICS LEARNING: A RESOURCE FOR EVERYONE
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 4918
EP - 4923
ER -
P. Caballero García, M.J. Carretero Cenjor, P. Fernández Palop (2015) GROUP GAMES IN MATHEMATICS LEARNING: A RESOURCE FOR EVERYONE, INTED2015 Proceedings, pp. 4918-4923.
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