Mathingo: Reviewing Calculus with Bingo Games

Forman, Sean; Forman, Sylvia

doi:10.1080/10511970801975199

Cited by 7 publications

(4 citation statements)

References 1 publication

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“…Such engaging and enjoyable experiences eventually enable the students to develop soft skills needed for realworld living: teamwork, problem-solving, communication, leadership, observational, and mathematical skills (Humphrey, 2017, p.53). Nonetheless, games, mostly digital, developed for calculus are very limited and mainly focus on tackling basic skills or techniques in the derivatives and integration (Cezar, Garcia, Botelho & Miletto, 2019;Hamid, Saari, Razak & Omar, 2019;Forman & Forman, 2008). Studies on game-based learning for topic related to the applications of derivatives like analysis of functions that incorporate embodied learning, offering visualization and hands-on experience with optimum technology application could hardly be found.…”

Section: Game-based Learning In Educationmentioning

confidence: 99%

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

Bakri

Liew

Chen

et al. 2021

AJUE

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Sketching the graph of mathematical functions using derivatives is a challenging task for undergraduate students who enrol for the first level of calculus course. Before graph plotting, students are required to perform a thorough function analysis using the concepts learned in differentiation. They are then expected to solicit the results obtained to sketch the graph. Nevertheless, the students face great difficulties in achieving this goal; and fail to relate the results obtained in the analysis and their representation in a graph. Their performance is thus negatively affected eventually. To overcome this cognitive gap, an innovative board game named Graph Puzzle (GP) is developed. It is intended to function as a manipulator to facilitate students in comprehending the inter-related algebraic, symbolic, and graphic representation of a function under the applications of derivatives, forming the corresponding procedural and conceptual knowledge. To measure the effectiveness of this board game, 84 undergraduate students who took this calculus course were given pre- and post-test before and after the learning session. An ANCOVA test conducted reveals a significant difference (F (1, 81) = 12.182, p = 0.001) between pre and post-test score in solving polynomial functions, whereas students’ performance in solving rational functions indicates no meaningful difference (F (1, 81) = 0.04, p = 0.841) of post-scores between control and treatment groups. From this standpoint, it is shown that GP has the potential to serve as a solution to the difficulties faced on graph sketching in calculus, particularly when dealing with polynomial functions. Keywords: Visualization, Calculus, Embodied learning, Game-Based Learning, Graph Sketching

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Section: Game-based Learning In Educationmentioning

confidence: 99%

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

Bakri

Liew

Chen

et al. 2021

AJUE

View full text Add to dashboard Cite

show abstract

“…Bingo games have been used in higher education courses in chemistry (Crute, 2000), accounting (Haywood, McMullen, & Wygal, 2004), calculus (Forman & Forman, 2008), auditing (Roybark, 2008), psychology (Vanags, George, Grace, & Brown, 2012; Weisskirch, 2009), communication studies (Krueger, 2011), and computer science (Naik, 2014).…”

Section: Bingo In Higher Educationmentioning

confidence: 99%

An Organizational Structure Game (and BINGO! Is Its Name-O)

McMahon

2017

Management Teaching Review

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This article describes an in-class, noncomputerized, bingo game to accompany coverage of the topic of organizational structure. The game allows students to be actively involved in learning, solidify recognition and understanding of organizational structure terminology, apply understanding of organizational structure to an analysis of organizational charts to locate people and their titles, utilize critical thinking skills to recognize advantages and disadvantages of a variety of organizational structures, and develop interactive communication skills.

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“…However, one such study asserted that results of mathematics computer games showed a statistically significant improvement in mathematics achievement on students in an urban high school (Kebritchi, Hirumi, & Bai, 2010). A study on reviewing calculus skills, finding derivatives and evaluating integrals, showed that using an interactive game was successful (Forman, & Forman, 2008). In general, interactive games have had positive effects on interest and motivation in mathematics (Su, Marinas, & Furner, 2010;Ahmad, Shafie, Latif, 2010;Kebritchi, Hirumi, & Bai, 2010;).…”

Section: Mathematics Achievement Using Interactive Gamesmentioning

confidence: 99%

Digital Faces on the Cloud

Jones¹

2012

E-Learning-Organizational Infrastructure and Tools for Specific Areas

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Mathingo: Reviewing Calculus with Bingo Games

Cited by 7 publications

References 1 publication

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

An Organizational Structure Game (and BINGO! Is Its Name-O)

Digital Faces on the Cloud

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