Content analysis of digital mathematics games based on the NCTM Content and Process Standards: An exploratory study

Abstract

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.

Trends of Game-Based Learning in Mathematics Education: A Systematic Review

“…While 61% of the studies include between 1 and 5 games (Es-Sajjade & Paas, 2020; Koneva & Shabanova, 2021), a significant percentage of the content of the games belongs to the "numbers and operations" learning area (Eyster, 2017;Galarza, 2019;Wouters & Van Der Meulen, 2020). In the research conducted by Joung and Byun (2020), in which digital mathematics games were analysed according to National Council of Teachers of Mathematics [NCTM] standards, it was determined that the majority of the games were related to the "numbers and operations" learning area. However, very few games were prepared for the "data", "statistics" and "probability" learning areas.…”

“…When examining the studies that use the method of teaching with games, it was found that teaching with games increases academic achievement (Liang, Zhang, Long, Deng & Liu, 2019;Rawansyah, Pramudhita & Pramitarini, 2021;Rondina & Roble, 2019) and positively affects attitudes toward mathemati cs instruction (Chiang & Qin, 2018;Tuekle, 2020), and that research participants positively evaluate the use of games in mathematics instruction (Bragg, 2007;Koç-Deniz, 2019;Russo, Bragg & Russo, 2021;Watson-Huggins, 2018).Along with the increase in studies conducted on teaching mathematics with games in recent years, compilation studies are also encountered (Divjak & Tomić, 2011;Joung & Byun, 2020;Türker & Arslan, 2021). Divjak and Tomić (2011) analyzed 32 studies conducted between 1995 and 2010, in which an attempt was made to determine the effect of games on motivation and achievement of learning goals in mathematics education through the use of mathematical computer games.…”

“…Divjak and Tomić (2011) analyzed 32 studies conducted between 1995 and 2010, in which an attempt was made to determine the effect of games on motivation and achievement of learning goals in mathematics education through the use of mathematical computer games. While the studies conducted in Turkey on teaching mathematics with games are discussed in the study made by Türker and Arslan (2021), content analysis is carried out for digital mathematical games in the 12th grade mathematics curriculum in the study by Joung and Byun (2020). Türker and Arslan (2021)' study was limited to between 2002-2017.…”

“…that affect in mathematics teaching. Joung and Byun (2020)' studies, on the other hand, contained limited to analysis based on NCTM standards. Since our study covers the years 2017-2021, it is more up-to-date than previous studies.…”

Sadownik, S.A. (2022). Monitoring and Assessing Student Thinking in Google Math Classroom Environments.pdf

“…Interestingly, many teachers perceive the use of technology to be for presentation and the integration of mathematics and technology to equate to playing games on the computer. A practice Joung & Byun (2021) posit should consider the extent to which the content aligns with the NCTM Content and Process standards, noting most focus on the development of Number and Operations.…”