Effects of gender differences and spatial abilities within a digital pentominoes game

Yang, Jie Chi; Chen, Sherry Y.

doi:10.1016/j.compedu.2010.05.019

Cited by 87 publications

(68 citation statements)

References 82 publications

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“…The results further support the finding of previous research that tangrams inspire learner's observation and shape analysis and identification (Bohning and Althouse, 1997;Olkun et al, 2005;Yang and Chen, 2010;NCTM, 2003). Students taught according to the Van Hiele' phases of learning with the help of tangram activities had to explore and discover certain geometric shapes by observation and record directly the properties of the geometric shapes.…”

Section: Discussionsupporting

confidence: 81%

“…Studies show that tangrams inspire children's observation, imagination, shape analysis, creativity and logical thinking (Olkun et al, 2005;Yang and Chen, 2010). Accordingly, learning geometry with tangrams can help children to develop their skills of geometry vocabulary, shape identification, shape orientation and discover relationships between and among the 2-dimensional geometric shapes (Bohning and Althouse, 1997;NCTM, 2003).…”

Section: Jssmentioning

confidence: 99%

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FACILITATING STUDENTSâ GEOMETRIC THINKING THROUGH VAN HIELEâS PHASE-BASED LEARNING USING TANGRAM

Siew¹

2013

Journal of Social Sciences

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The aim of this study was to determine the effects of Van Hiele's phases of learning using tangrams on 3rd grade primary school students' levels of geometric thinking at the first (visual) and second (analysis) level. The study further investigated if high, moderate and low ability students acquire better mastery in geometric thinking at the end of tangram activities. Pre-test and post-test single group experimental design was employed in the study. A total of 221 students enrolled in Grade Three during the 2013 educational year formed the sample. The students learned Two-dimensional geometry and Symmetry through the Van Hiele's phases of learning using tangram. A geometric thinking test was administered to students before and after the intervention. The intervention took place for 3 hours. Paired samples t-tests comparing the mean scores of geometric thinking pre-test and the post-test were computed to determine if a significant difference existed. One-way Multivariate Analysis of Variances (MANOVA) was conducted to compare the students' pretest and posttest mean scores across the three groups: high, moderate and low ability students. The results found that there were significant differences between pre-test and post-test in students' geometric thinking. It was also found that Van Hiele's phases of learning using tangrams was able to significantly promote geometric thinking in the van Hiele's first (visual) and second (analysis) level among high, moderate and low ability students. Low ability students were observed to have the greatest improvement score compared to moderate and high ability students. Thus, the Van Hiele's phases of learning using tangram can be applied in primary school mathematics to help students achieve better level of geometric thinking.

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Section: Discussionsupporting

confidence: 81%

Section: Jssmentioning

confidence: 99%

FACILITATING STUDENTSâ GEOMETRIC THINKING THROUGH VAN HIELEâS PHASE-BASED LEARNING USING TANGRAM

Siew¹

2013

Journal of Social Sciences

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“…Whereas, awareness was promoted among male students better than female students while learning with the traditional teaching. These findings comply with the view expressed by Yang and Chen (2010) that the digital game with encouraging students explore and construct knowledge instead of memorize the answers could reduce the learning achievements' differences between males and females. Consequently, we could suggest that to support learning and decrease the gap between females and males on learning achievements and awareness on energy consumption and conservation, the game-based inquiry learning approach could be used well than the traditional teaching approach.…”

Section: Discussionsupporting

confidence: 73%

“…The previous studies demonstrated that males outperformed females in the learning abilities within the digital game-based learning approach (Gee 2007;Unlusoy et al 2010). However, in the same time, Yang and Chen (2010) revealed that the digital game with random puzzles for avoiding students memorize the answers could reduce the differences in the learning abilities between males and females. Obviously, the former inconsistent results indicated that gender differences are associated with learning performance within the digital game-based learning approach.…”

Section: Introductionmentioning

confidence: 96%

Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing

2015

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Energy consumption and conservation is one of the important topics in Energy Education, whereby students are required to understand the factors of energy consumption leading to promote students' awareness on saving energy in residence. Moreover, inquiry-based learning strategy can be used to encourage students' learning in the topic. Although, several researchers studied on how to use digital games to improve understand the topic. However, a few studies have been conducted to investigate what the gender differences in playing and learning energy game-based learning are. In this vein, this paper address this issue by investigating the gender differences in learning achievement and energy-saving awareness through a digital game based on inquiry-based learning called Residence Energy Saving Battle (RES-battle). An experiment has been conducted on a secondary school physics course. The experimental results from 129 students indicate that the RES-battle can decrease the difference between female and male learning achievements reasonably and energy-saving awareness. This suggests a need to develop the game that can provide the opportunities for interaction on game screen and also with other students.

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“…Yang and Chen (2010) show that a digital pentominoe game can significantly improve spatial abilities as well as reduce the gender differences between boys and girls. Spatial capabilities can be strengthened using 2D software, as Hung et al (2012) show based on a cognitive analysis approach for game-based learning.…”

Section: Research In Specific Tools and Conceptsmentioning

confidence: 99%

Recent research on geometry education: an ICME-13 survey team report

Sinclair

Bartolini

Villiers

et al. 2016

ZDM Mathematics Education

125

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This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span from the early years of learning (pre-school and primary school) through to post-compulsory education and to the issue of mathematics teacher education for geometry. These threads are as follows: developments and trends in the use of theories; advances in the understanding of visuo spatial reasoning; the use and role of diagrams and gestures; advances in the understanding of the role of digital technologies; advances in the understanding of the teaching and learning of definitions; advances in the understanding of the teaching and learning of the proving process; and, moving beyond traditional Euclidean approaches. Within each theme, we identify relevant research and also offer commentary on future directions.

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Effects of gender differences and spatial abilities within a digital pentominoes game

Cited by 87 publications

References 82 publications

FACILITATING STUDENTSâ GEOMETRIC THINKING THROUGH VAN HIELEâS PHASE-BASED LEARNING USING TANGRAM

FACILITATING STUDENTSâ GEOMETRIC THINKING THROUGH VAN HIELEâS PHASE-BASED LEARNING USING TANGRAM

Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing

Recent research on geometry education: an ICME-13 survey team report

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Effects of gender differences and spatial abilities within a digital pentominoes game

Cited by 87 publications

References 82 publications

FACILITATING STUDENTSâ GEOMETRIC THINKING THROUGH VAN HIELEâS PHASE-BASED LEARNING USING TANGRAM

FACILITATING STUDENTSâ GEOMETRIC THINKING THROUGH VAN HIELEâS PHASE-BASED LEARNING USING TANGRAM

Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing

Recent research on geometry education: an ICME-13 survey team report

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Product

Resources

About

FACILITATING STUDENTSâ GEOMETRIC THINKING THROUGH VAN HIELEâS PHASE-BASED LEARNING USING TANGRAM

FACILITATING STUDENTSâ GEOMETRIC THINKING THROUGH VAN HIELEâS PHASE-BASED LEARNING USING TANGRAM