Digital games (e.g., video games or computer games) have been reported as an effective educational method that can improve students' motivation and performance in mathematics education. This meta‐analysis study (a) investigates the current trend of digital game‐based learning (DGBL) by reviewing the research studies on the use of DGBL for mathematics learning, (b) examines the overall effect size of DGBL on K‐12 students' achievement in mathematics learning, and (c) discusses future directions for DGBL research in the context of mathematics learning. In total, 296 studies were collected for the review, but of those studies, only 33 research studies were identified as empirical studies and systematically analyzed to investigate the current research trends. In addition, due to insufficient statistical data, only 17 out of the 33 studies were analyzed to calculate the overall effect size of digital games on mathematics education. This study will contribute to the research community by analyzing recent trends in significant DGBL research, especially for those who are interested in using DGBL for mathematics education.

This exploratory study was conducted to evaluate the quality of digital math games by measuring how much the content of a digital game is aligned to the NCTM Content and Process Standards. For this purpose, this study employed a content analysis method. In total, 23 digital mathematics games have been selected and analyzed using an instrument, a codebook, developed from the NCTM Content and Process Standards. The data showed that a variety of game genre have been used in mathematics games. The majority of math game content focuses on Number and Operations standards compared to other NCTM Content Standards. Also, we found that the games analyzed in this study connected to the all NCTM Process Standards. This study could help the stakeholders of mathematics education in determining what digital math games they integrate for students to improve the math content knowledge and by providing criteria to evaluate math game content aligned with NCTM Content and Process Standards.

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The purpose of this study is to explore preservice teachers’ (PTs’) ability to implement multiple strategies using standard algorithms and alternative strategies and to investigate their conceptual knowledge of decimal operations. There were 37 PTs who participated in this study, all of whom attended a mathematics course in the K-8 Teacher Education Program at a mid-western university. These participants were asked to solve the Decimal Knowledge Test (DKT) in multiple ways. A qualitative approach was used to analyze PTs’ responses to the problems on the DKT. The results indicated that using standard algorithms, PTs demonstrated higher ability in solving decimal addition, subtraction, and multiplication involving a whole number. Alternative strategies posed difficulties in solving decimal multiplication problems involving two decimals, and division problems. Similarly, when examining operations, showing smooth or difficult translations between the representations, PTs found it difficult to translate representational modes in operations with multiplication involving two decimals, two division problems. The same results were seen when examining PTs’ conceptual understanding based on the Lesh Translation Model. The results provide teacher education programs with opportunities to create various instructional approaches involving translations among multiple representations in mathematics methods and content courses.

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