Mathematical Games

The study focused on the effect of using T-game in teaching Mathematics among 80 Grade VII Students of Tabok National High School in the Mandaue City Division, Tabok Mandaue City for the 2014-2015 school year. Specifically, it looked into the pre-posttest level of performance among the control group: students taught using the mandated Learner's Material and the experimental group: students taught using the T-Game in teaching mathematics. Aside from the academic performance of the two groups, both groups' attitude was collected to correlate students' performance to their attitude in the learning process. Moreover, the career preferences of both groups were collected before and after the conduct of the study. It was established that the use of T-game has significant improvement on the experimental group which achieves higher scores compared to the control group. However this significant improvement was only evident in the Knowledge and Process level of assessment. It was found out that the T-game provides a positive attitude for students in learning mathematics. In effect, male students tend to consider choosing Science and Mathematics related careers. The result of the study affirms Kiili's Experiential Gaming Model from Kolb's Experiential Learning Theory. It is therefore recommended to use the T-game in teaching Mathematics. This game creates an environment of active learning and full involvement of the students in grasping the necessary competencies. Though this may apply to this institution, it is highly regarded to carefully study the correlated factors and that further related studies with a wider scope of population be pursued.

The study focused on the effect of using T-game in teaching Mathematics among 80 Grade VII Students of Tabok National High School in the Mandaue City Division, Tabok Mandaue City for the 2014-2015 school year. Specifically, it looked into the pre-posttest level of performance among the control group: students taught using the mandated Learner's Material and the experimental group: students taught using the T-Game in teaching mathematics. Aside from the academic performance of the two groups, both groups' attitude was collected to correlate students' performance to their attitude in the learning process. Moreover, the career preferences of both groups were collected before and after the conduct of the study. It was established that the use of T-game has significant improvement on the experimental group which achieves higher scores compared to the control group. However this significant improvement was only evident in the Knowledge and Process level of assessment. It was found out that the T-game provides a positive attitude for students in learning mathematics. In effect, male students tend to consider choosing Science and Mathematics related careers. The result of the study affirms Kiili's Experiential Gaming Model from Kolb's Experiential Learning Theory. It is therefore recommended to use the T-game in teaching Mathematics. This game creates an environment of active learning and full involvement of the students in grasping the necessary competencies. Though this may apply to this institution, it is highly regarded to carefully study the correlated factors and that further related studies with a wider scope of population be pursued.

In this paper we describe the contributions made by Margherita Piazzolla Beloch to the field of elementary geometric construction. In particular we examine her solution of the classical Greek problem of doubling the cube via paper folding. The solution was achieved by creating a new fold which in turn enabled Piazzolla Beloch to construct, also by paper folding, the root of any given cubic polynomial.

Martin Gardner eglence matematiginde uzmanlaşmış ABD'li popüler matematik ve popüler bilim yazarıdır. Scientific American'da 25 yıl boyunca yazdıgı "Matematiksel Oyunlar" (Mathematical Games) köşesi matematigin popülerleşmesinde, Skeptical Inquierer 'da 19 yıl sürdürdügü "Bir Kenar Gözlemcisinin Notları" (Notes of a Fringe Watcher) köşesi de sahtebilimimin ve normalötesilik iddialarının saçmalıklarının ortayaçıkarılmasındaçok etkili olmuştur. Gardner'ın sayısız makalesinin yanında 60'dan fazla kitabı vardır. Bu kitaplardan Adem ile Havva'nın Göbek Ç ukurları Var Mıydı? (Did Adam and Eve Have Navels?) Evrim yayınları tarafından; Dr. Matrix ve Gizemli Sayılar (The Magic Numbers of Dr. Matrix) kitabı Güncel Yayıncılık tarafından; Hah Buldum (Aha! Insight) kitabı da TÜBİTAK tarafından Türkçe'ye deçevrilmiştir.

This study centered on perception of teachers' motivational variables and senior secondary one students' academic achievement in Biology in Abak Local Government Area of Akwa Ibom State. The Quasi Experimental design was used for the study. Four research questions and four corresponding hypotheses were formulated. The study adopted the ex-post facto research design. The population consisted of three thousand six hundred and twenty nine students from eleven public secondary school in Abak Local Government Area of Akwa Ibom State. A sample size of two hundred and twenty five students was randomly selected from the eleven public secondary schools in Abak Local Government Area. A structured questionnaire was used to obtain data on the independent variables while data on students' academic achievement was obtained from the Biology Achievement Test (BAT); To test the hypotheses, independent t-test analysis was employed. The findings revealed that there is significant influence of teachers timely correction of students' work and use of instructional materials on students' academic achievement in Biology based on teachers' timely correction of students' work and teachers' use of instructional material. It was recommended that teachers should use motivational strategies effectively in secondary schools to enhance students' academic achievement.

Mathematical games are widely employed by primary school teachers in many countries to support mathematics instruction. Despite broad usage, teacher decision making in relation to both why they choose to use mathematical games as a pedagogical tool more generally, and which games they choose to use in their classrooms specifically, has received scant attention in the research literature. For example, although digital and non-digital games have both been shown to be effective for supporting student engagement in mathematics, little is known about educator preferences for a particular game mode (i.e., digital versus non-digital), and the factors that influence these preferences. Similarly, given the abundance of different game variations potentially available to teachers, it is valuable to have a deeper understanding of the context in which teachers might choose games of one particular structure over another (e.g., competitive games versus collaborative games). To shed light on these issues, and to assist in bridging this gap between research and practice, this lecture (and associated paper) discusses a series of studies focusing on Australian primary school teachers' use of mathematical games. Collectively, these studies have assisted us in taking initial steps towards deepening our community's understanding of this potentially powerful, and undeniably prevalent, pedagogical tool.

Although teacher education programs are offered in Nigeria by different teacher education institutions (as provided in the National Policy on Education), and varying degrees of success recorded, various problems still confront the program with far reaching consequences in Nigeria's educational system. This paper talks about the need for teacher education, student enrollment, teacher education and national development and relationship between teacher education and student enrollment in education in Nigeria.

Because many seniors choose Medicare Part D plans offering poorer coverage at greater cost, the authors examined the effect of price frames, brand names, and choice set size on participants’ ability to choose the lowest cost plan. A 2 × 2 × 2 within-subjects design was used with 126 participants aged 18 to 91 years old. Mouselab, a web-based program, allowed participants to choose drug plans across eight trials that varied using numeric or symbolic prices, real or fictitious drug plan names, and three or nine drug plan options. Results from the multilevel models suggest numeric versus symbolic prices decreased the likelihood of choosing the lowest cost plan (−8.0 percentage points, 95% confidence interval = −14.7 to −0.9). The likelihood of choosing the lowest cost plan decreased as the amount of information increased suggesting that decision cues operated independently and collectively when selecting a drug plan. Redesigning the current Medicare Part D plan decision environment cou...

Australian primary school teachers have reported that they use games frequently in teaching mathematics. In this paper, the authors discuss the game mechanics of five types of mathematical games that can be particularly powerful for supporting mathematical thinking and student engagement in mathematics.

Os jogos têm despertado o interesse de investigadores no sentido de averiguar o benefício da sua prática no desenvolvimento de capacidades. Este interesse emerge, possivelmente, das caraterísticas motivadoras do jogo em geral e do facto de determinado tipo de jogos envolverem destrezas cognitivas na sua prática. Estas caraterísticas levaram-nos a serem considerados como agentes facilitadores do processo de ensino e aprendizagem da matemática. A capacidade de identificar padrões é igualmente apontada como essencial a este processo, sendo considerada uma capacidade intrínseca à atividade matemática. Neste artigo apresentar-se-ão as etapas essenciais de um estudo conduzido junto de uma amostra de alunos do 1.º ciclo do ensino básico, envolvendo o jogo do Semáforo, bem como as principais conclusões. Como resultados principais do estudo verificámos a existência de uma relação entre a força de jogo e a capacidade de identificar padrões, tendo-se verificado também uma relação entre estas v...

Um estudo realizado junto de alunos do 3.º ao 6.º ano de escolaridade permitiu verificar a existência de relação entre a força do jogador de xadrez e a capacidade de resolver problemas com padrões. Este resultado suscitou a curiosidade de verificar se essa relação se estenderia a outros jogos, como por exemplo os jogos matemáticos. Neste artigo apresentamos os resultados de um estudo envolvendo alunos do Ensino Básico participantes no Campeonato Nacional de Jogos Matemáticos, bem como o contexto que o originou. Nesse estudo procurava averiguar-se a existência de relação entre a capacidade de jogar jogos matemáticos e a capacidade de resolver problemas com padrões. Como resultado principal verificámos existir uma relação para os seguintes jogos: Semáforo, Hex e Amazonas. Palavras-chave: Jogos matemáticos; padrões; Ensino Básico; xadrez; investigação correlacional; resolução de problemas. Introdução A Matemática é um ramo do conhecimento que se interessa pelo estudo das regularidades, sejam elas numéricas ou geométricas, o que lhe conferiu o título de "ciência dos padrões" (DEVLIN, 2002). Na realidade os padrões estão presentes no nosso quotidiano. Basta observarmos o meio circundante para encontrarmos os mais diversos padrões, desde o ciclo dia-noite à regularidade das nossas refeições ou ainda à geometria

Games have been triggering researcher's interest to verify whether their practice brings benefits to the development of abilities. This interest emerges, probably, from the motivating characteristics of playing in general and from the fact that certain types of games involve cognitive skills during practice. These characteristics took them to be considered facilitating agents of mathematics teaching and learning. The ability to identify patterns is equally viewed as essential to this process, as it is considered as intrinsic to mathematics activity. In this paper we will present the major steps of a study conducted within a sample of primary school students, involving the game 'Traffic Lights', as well as some results. As major results from this study, we have verified the existence of a relationship between strength of play and the ability to identify patterns. We have also verified the existence of a relationship between these variables and the grades obtained on the national exams in mathematics. We have also found that one class subjected to the game systematic practice has differed significantly from the control group.

Personal financial literacy (PFL) is an imperative life skill that all 21st-century students should have. Research shows that the levels of financial literacy in both developing and developed countries are very low across people of all ages. This deplorable state of affairs has negative implications on the well-being of the populace, as evidenced by increased indebtedness, lower saving, poor planning for retirement, and the making of many poor personal financial decisions. Recognizing the potential benefits of financial literacy at both individual and national levels, many countries have started to offer financial education in their schools. This article analyzed the business subjects' curriculum at secondary school level in Botswana and literature published on the subject of PFL, and found that there exists a gap in this area and a need to offer PFL to all learners in the school system. Despite the need for such a move, Botswana does not have a deliberate program in its curriculum that specifically addresses this problem. This article discusses the benefits of personal financial education, the inadequacy of current business subjects to meet this need, and concludes by recommending a mandatory PFL subject in the Botswana secondary school curriculum.

This study is a survey aimed at ascertaining the attitude of academic staff in tertiary institutions in Imo State Nigeria towards the use of information and communications technology (ICT) in teaching. It also examines their level of use of ICT for teaching and learning purposes. The paper also compares the attitude of the faculty by gender and type of the institution they teach in, i.e. college of education, polytechnic and universities. The paper tried to ascertain if attitude of faculty to ICT correlates to actual usage in the classroom. 300 academic staff members were randomly selected from lecturers in tertiary institutions in Nigeria. A set of instrument tagged ICT attitude questionnaire and ICT use questionnaire was administered to the respondents. Data collected was analysed using descriptive, inferential and correlational statistics. Findings reveal that although academic staff have positive attitude about ICT use in instruction, they however reported low level use of ICT for instructional purposes. There is no significant difference in attitude according to gender; similarly, significant differences in attitude does not exist by type of institution among the three types of tertiary institutions. Faculty attitude was found to be positively correlated with use of ICT in curriculum. The paper concludes that academic staff should embrace innovative techniques by a favourable disposition towards them which will help boost classroom implementation of such innovations.

Os jogos têm despertado o interesse de investigadores no sentido de averiguar o benefício da sua prática no desenvolvimento de capacidades. Este interesse emerge, possivelmente, das caraterísticas motivadoras do jogo em geral e do facto de determinado tipo de jogos envolverem destrezas cognitivas na sua prática. Estas caraterísticas levaram-nos a serem considerados como agentes facilitadores do processo de ensino e aprendizagem da matemática. A capacidade de identificar padrões é igualmente apontada como essencial a este processo, sendo considerada uma capacidade intrínseca à atividade matemática. Neste artigo apresentar-se-ão as etapas essenciais de um estudo conduzido junto de uma amostra de alunos do 1.º ciclo do ensino básico, envolvendo o jogo do Semáforo, bem como as principais conclusões. Como resultados principais do estudo verificámos a existência de uma relação entre a força de jogo e a capacidade de identificar padrões, tendo-se verificado também uma relação entre estas v...

Mobile educational applications encompass some of the most valuable learning tools that have ever been developed. Games for learning are most effective when multiple sessions are involved. Previous research on the use of educational games in mathematics education has focused primarily on the learning potential of these games and has not adequately addressed the continuance use intention of these games. The purpose of this paper is to provide a model for the continuance use intention of mobile mathematical learning games. A mixed method research methodology was employed where qualitative and quantitative data was gathered through surveys and interviews. Sixty children, aged 8 to 12, from selected schools in one of South Africa's provinces, participated in the study. The results indicated that a combination, balance and interplay of the various dimensions of enjoyment and engagement (cognitive, affective and physical) in a mathematical mobile learning game influenced the continuance use intention of learners. The resultant theoretical model could provide educators, parents and educational game designers with an integrated approach that should allow them to design and evaluate specific mathematical mobile learning games for motivational potential.

O presente trabalho trata da importância do uso dos jogos para a aprendizagem de matemática no Ensino Médio, apresentando sugestões práticas de como utilizar os jogos para facilitar o desenvolvimento e o raciocínio lógico dos alunos com dificuldades em aprendizagem. O cubo Mágico é um jogo que de forma dinâmica pode contribuir na aprendizagem matemática do aluno. O objetivo desse trabalho é dinamizar o processo de aprendizagem de matemática através de jogos de raciocínio lógico e desafiar os alunos para provar que os mesmos têm a capacidade de aprender. A matemática é uma disciplina de suma importância em várias situações em nossa vida, se olhar ao nosso redor pode notar sua presença nos contornos, nas formas dos objetos, nas medidas de comprimento,  além de ser usada para medir ou calcular, e utilizado para ensino prático usando jogos com apoio e prática incentivando o aluno a aprender. A metodologia aplicada a esse trabalho deu-se através da adaptação de um cubo mágico com algaris...

The cry for sustainable development in any field of life cannot be achievable without best practices in that enclave. This study examines the relationship between examination mal-practices and student nurses' readiness to learn for sustainable health care in Nigeria. Akwa Ibom State is the study area, The population of the study consisted of all the nursing students in the three senatorial districts (School of Nursing, Ikot Ekpene, School of Nursing, Uyo, School of Nursing, Eket). A sample of 100 students were selected from the population of 550 nursing students using a proportionate sampling technique, which represents 18.18% (100/550*100%). The main instrument used for the study is a researchers-developed questionnaire titled "Examination Malpractices and Students Readiness to Learn Questionnaire (EMSRLQ)". The data collected from the field was processed, coded and analyzed using Regression Analysis for research questions and Pearson Product Moment Correlation (PPMC) to test the hypotheses. In the end, the study found out that there is no significant relationship between students' familiarity with lecturers and readiness to learn in nursing schools in Akwa Ibom State. The study also found out that there is no significant relationship between gratification to lecturers and readiness to learn in nursing schools in Akwa Ibom State. Based on the findings of the study, it is concluded that examination malpractice has a negative relationship with students' readiness to learn. The outcome of the study is that gratification of teachers and familiarity with lecturers have a negative relationship with students' readiness to learn. Teacher-students' relationships while been encouraged to be formal and informal, should always be motivational, inspiring and professional. Where these tenets are not upheld, such relationships are always abused by the students, who may leverage the relationship to solicit for favours instead of inspiration.

The notion of equivalence is a very important concept for students and should be developed from a young age. This article demonstrates how students can deepen their relational understanding of the equals sign by exploring inequalities within a dice game based on familiar children's literature.

Mathematics is an important subject that guides most other matters and still has great relevance in each person's life. Still, its learning is often barred by students who judge it as complicated or tedious. If necessary, a reflection on the need to change the way of teaching Mathematics, stimulating students, and using new strategies and means to bring the student's interest, in the most different realities, into the classroom. This study was carried out seeking to verify if there is difficulty in learning Mathematics for medium school students and aims to bring some alternatives to make classes more attractive, intuitive, and differentiated, proposing the use of games or electronic equipment because the teacher must know how to conduct the course, based on the student's reality, respecting their cultural baggage and social experience, in addition to seeking more current alternatives that are interesting to young people.

Los videojuegos son un medio básico de aprendizaje pues, además de aprovechar las propiedades didácticas de la lúdica, permiten involucrar al jugador de manera natural en situaciones que en la vida real no resultan significativas o sencillas de recrear. El presente trabajo propone el diseño de Aritban, un videojuego educativo, como promotor de un conjunto de estrategias de comparación de fracciones que permitan a los estudiantes fortalecer su noción de tamaño de los números racionales. Asimismo, se reporta una primera experiencia con un grupo de estudiantes de 12 años de edad que mostraron un cambio de estrategias de comparación de fracciones luego de 200 minutos de jugar Aritban.

Arastirmanin amaci ortaokul 5.sinif Fen bilimleri dersi, Canlilar Dunyasini Gezelim ve Taniyalim unitesi icin gelistirilen klasik ve teknolojik destekli oyunlarin derslerde kullanimi sonrasi ogrencilerin oyunlar konusundaki goruslerini ortaya koymak ve bu yas grubu ogrencilerin daha cok ne tur oyunlar oynamaktan hoslandigini tespit etmektir. Olgu bilim deseninde yurutulen calismaya 2014-2015 egitim ogretim yilinda Samsun’da uc farkli okuldan 226 ogrenci katilmistir. Alti haftalik uygulama sonrasi, oyun konusundaki gorusleri belirlemek amaciyla 85 ogrenci ile yari yapilandirilmis gorusme gerceklestirilmistir. Ogrencilerin seciminde maksimum cesitlilik orneklemesi yontemine basvurulmustur. Mulakatta ogrencilerden oyunu tanimlamalari, oyun denildiginde akillarina gelen ilk uc kelimeyi ifade etmeleri istenmis, frekans tablosu elde edilmistir. Ogrencilerin oynamaktan hoslandigi oyunlari belirleyebilmek icin calismaya katilan tum ogrencilere, bir form verilmis, formlardan elde edilen veri...

First-year university students often lack an effective method of study and have little awareness of how to approach the preparation of a university exam in general and of a Calculus exam in particular. In this paper we present some activities designed in order to keep students engaged and help them approach the study of mathematics effectively, improving both their level of satisfaction and their results.

Non-digital games are frequently used to support primary mathematics instruction. Moreover, we know from the literature that to increase the likelihood that a chosen mathematical game is educationally rich it should reflect specific principles, such as offering a balance between skill and luck and ensuring that a key mathematical focus is central to gameplay. However, there is limited research informing us, from a teacher’s perspective, of the specific characteristics of mathematical games that are most indicative of a game’s value for supporting learning, and the likelihood that teachers will use the game with students in the future. To help address this gap, the current study invited 122 educators to complete an on-line questionnaire, including 20 Likert-scale items designed to assess the characteristics of educationally-rich mathematical games (CERMaGs) that aligned with six ‘good practice’ principles previously identified in the literature, in relation to a specific mathematical...

In this paper we describe the contributions made by Margherita Piazzolla Beloch to the field of elementary geometric construction. In particular we examine her solution of the classical Greek problem of doubling the cube via paper folding. The solution was achieved by creating a new fold which in turn enabled Piazzolla Beloch to construct, also by paper folding, the root of any given cubic polynomial.

It is challenging and retrospective to find ICT Polytechnics lagging in the full application of automation in their administrations. This study investigated the effect of automation on manual administration of Ogun State Polytechnics, a study of Abraham Adesanya Polytechnic, Ijebu-Igbo, Ogun State. The study aimed at examining the effect of automation on manual administration of Abraham Adesanya Polytechnic, Ijebu-Igbo, Ogun State. It further examined the impacts of automation on AAPoly students' admission. The study made use of primary data where a wellstructured questionnaire containing ten (10) questions was distributed to the staff members in Rectory, Registry, Library and Bursary of the Polytechnic. ANOVA was used to analyse the data collected from the respondents. The finding showed that automation reduces workload and minimizes manpower who are to carry out administrative works. It also revealed that students' admission process would be easy in the application of automation in Polytechnics. The study recommended that the government should implement the policy of applying automation in the manual administration of Polytechnics in Nigeria, train the employees and ensure that application of information communication technology is well funded.

Non-digital games are frequently used to support primary mathematics instruction. Moreover, we know from the literature that to increase the likelihood that a chosen mathematical game is educationally rich it should reflect specific principles, such as offering a balance between skill and luck and ensuring that a key mathematical focus is central to gameplay. However, there is limited research informing us, from a teacher's perspective, of the specific characteristics of mathematical games that are most indicative of a game's value for supporting learning, and the likelihood that teachers will use the game with students in the future. To help address this gap, the current study invited 122 educators to complete an on-line questionnaire, including 20 Likert-scale items designed to assess the characteristics of educationally-rich mathematical games (CERMaGs) that aligned with six 'good practice' principles previously identified in the literature, in relation to a specific mathematical game of their choosing. In total, educators chose a broad range of mathematical games to be evaluated (n = 53). On average, they reported that their chosen game was highly valuable for supporting mathematics learning and that they were very likely to use this game with students if given the opportunity. Our results revealed that the extent to which educators perceived a game to be suitably challenging, engaging, enjoyable, modifiable to support different learners, and transformable into an investigation or broader mathematical inquiry, were particularly important characteristics associated with perceptions of a game's educational value. Similarly, perceived levels of student enjoyment, engagement and a game's potential to lead to a rich mathematical investigation were important characteristics for evaluating the likelihood that an educator would use a particular game in the future with students if given the opportunity, as was the capacity of a game to support mathematical discussion. The implications of these findings for supporting classroom practice and teacher professional learning are discussed.

Teacher is a central factor in any educational system and the job confidence of any teacher goes a long way to boost educational benefits obtained by learners. Investigating into variables that are related to job-confidence to provide empirical information for better educational planning will be worthy effort. Hence the study investigated "Path-Analytic Study of Class, Gender, Qualification, Subject taught, Teacher-Student relationship and Teacher Job Confidence" The study adopted a Descriptive survey research method using path-analytic approach.The population for the study comprises of all the teachers in public secondary schools in the five Local Government Areas (LGAs) in Ibadan metropolis in Oyo state, Nigeria. Stratified random sampling was used to select one hundred and fifty (150) teachers from each LGA making a total of seven hundred and fifty (750) teachers, teaching in all the six levels (JS1 to SS3) in secondary schools. The selection cut across various subjects...

Games have been triggering researcher's interest to verify whether their practice brings benefits to the development of abilities. This interest emerges, probably, from the motivating characteristics of playing in general and from the fact that certain types of games involve cognitive skills during practice. These characteristics took them to be considered facilitating agents of mathematics teaching and learning. The ability to identify patterns is equally viewed as essential to this process, as it is considered as intrinsic to mathematics activity. In this paper we will present the major steps of a study conducted within a sample of primary school students, involving the game 'Traffic Lights', as well as some results. As major results from this study, we have verified the existence of a relationship between strength of play and the ability to identify patterns. We have also verified the existence of a relationship between these variables and the grades obtained on the national exams in mathematics. We have also found that one class subjected to the game systematic practice has differed significantly from the control group.

Bu çalışmada oyunların çocuk gelişiminde etkisini ve matematik dersinde oyunların kullanılmasının etkisini incelemek amacıyla yapılmıştır. Çalışmanın yöntemi nitel araştırma yöntemlerinden durum analizi desenidir. Bu araştırmada amaçlı örneklem yöntemlerinden kolay ulaşılabilir durum örneklemesi kullanılmıştır. Araştırmada elde edilen verilerin analizi nitel bir veri analiz tekniği olan içerik analizi ile yapılmıştır. Araştırmanın çalışma grubunu Elazığ ilinde devlet okullarında görev yapan 10 sınıf öğretmeni ve özel okullarda görev yapan 10 sınıf öğretmeni olmak üzere toplam 20 sınıf öğretmeni oluşturmaktadır. Araştırmanın amacına ve yöntemine uygun olarak alan yazı incelerek görüşme soruları hazırlanmış ve iki alan uzmanı akademisyenin görüşleri alınarak yarı yapılandırılmış görüşme formuna son şekli verilmiştir. 20 sınıf öğretmeninin görüşlerinden elde edilen verilerden yola çıkılarak oyunların hem çocukların gelişimini hem de matematik dersini olumlu yönde etkilediği ortaya çıkarılmıştır.

The study aimed at finding out whether academic achievement motivation influenced the attitude of senior secondary two students towards examination malpractice. Three research questions and three hypotheses were formulated to direct the conduct of the study. The sample for the study comprised 350 students of both sexes drawn by means of the multistage random sampling technique.A researcher-made instrument entitled Attitude Towards Cheating in ExaminationQuestionnaire (ATCEQ) was used in collecting data on students' attitude towards examination malpractice while the Aberdeen Academic Motivation Inventory (ACMI) was used in assessing academic achievement motivation.Theresults showed no significant difference between the academic achievement motivation as well as the attitude towards examination malpractice of male and those of female students. It was also found that students' academic achievement motivation influenced their attitude towards examination malpractice. These results were discussed and suggestions were proffered for educational practice.

The study was on edutainment technique and students' skills performance in building drawing in Technical Colleges in Akwa Ibom State. The study sought to find the effect of edutainment technique and demonstration method on students' performance in building drawing. Three research questions and null hypotheses were formulated to guide the study. A quasi-experimental design was adopted for the study. The population used for the study was three hundred and eighty (380) senior technical college II students in all the seven (7) public Technical Colleges in Akwa Ibom State. The sample comprised one hundred and ten (110) students drawn from two (2) intact classes. A 30-item multiple-choice performance test called Performance Test on Building Drawing (PTBD) was developed to determine performance level of the control and experimental groups and building drawing lesson plan for the treatment of the experimental group. The instrument was validated by three experts.

Havva Nihan OKUMUŞ** Öz Kültürlerin başlangıcından beri var olan oyunlar, çocukların yaşamında öyle ya da böyle önemli bir yere sahip olduğu bilinmektedir. Pek çok psikolog ve sosyolog, oyun kavramının çocukların gelişimine etkisi konusunda çalışmalar yapmış, elde edilen sonuçlar ise eğitim camiasıyla paylaşılmıştır. Birey açısından bu denli önemli olan oyunların, öğretim sürecinde bir yöntem olarak kullanımı gündeme gelmiş ve birçok derste de yöntem olarak kullanılmıştır. "Oyun, çocuğun dünyasıdır" sözünden hareketle, bu çalışmanın amacı, Türk öğrencilerin güçlük çektiği Matematik derslerinde oyunu bir yöntem olarak kullanarak, öğrencilerin Matematik dersine karşı tutumları üzerindeki etkisini incelemektir. Bu amaçla, karma bir yöntem kullanılmıştır. Nicel veriler, yarı deneysel olan "tek gruplu ön test-son test" modeli kullanılarak, nitel veriler ise "yarı yapılandırılmış soru formu" kullanılarak elde edilmiştir. Öğrencilerin klasik ve oyunla Matematik öğretimine ilişkin tutum puanları "Matematik Tutum Ölçeği" kullanılarak belirlenmiştir. Bu araştırma, İstanbul ili, Üsküdar İlçesinde bulunan ve araştırma için izin veren özel bir kolejin 5. Sınıf öğrencilerinden yirmi yedisi (27) üzerinde yapılmıştır. Yedi (7) hafta süreyle, her hafta bir oyun etkinliği ile Matematik konuları işlenmiş, yedi (7) haftanın sonunda Matematik tutum ölçeği tekrar uygulanmıştır. Öğrencilerin Matematik tutum puanları arası anlamlı farklılık olup olmadığı, parametrik olmayan testlerden Wilcoxon-İşaretli-Sıralama testi kullanılarak belirlenmiştir. Elde edilen sonuçlar değerlendirildiğinde, Matematik öğretiminde kullanılan oyunların, öğrencilerin Matematik dersine karşı tutumlarını olumlu yönde etkilediği, yarı yapılandırılmış görüşme soru formu ile elde edilen oyunla Matematik öğretimi konusundaki öğrenci görüşlerinin de, oyunla yapılan Matematik öğretimi lehine olumlu olduğu görülmüştür. Bu durum, klasik yöntemlerle işlenen Matematik konularının oyunla öğretimi konusunda bir yöntem değişikliğine gidilmesinin, Türk çocuklarının Matematiğe karşı olumlu tutumlar geliştirmesini sağlayacağı söylenebilir.

Introduction and training of “Fast Math Tricks” for elementary school students in GMIT Petra Kefamenanu congregation aims to develop students' thinking skills and interest in mathematics. This community service activity is carried out for one month, with a meeting duration of 90 minutes per meeting. Students who take part in the activity are students who are considered capable of participating in the training, come from the sixth grade of elementary schools in the GMIT Petra Kefamenanu congregation. The method of implementing this activity is the method of testing, lecturing, and practice. The activity began with an introduction to "Fast Math Tricks", followed by training on "Fast Math Tricks". With the introduction and training of "Fast Math Tricks", students understand and like mathematics more and will become provisions for students for education at the next level. Student response is very good in implementing activities because "Fast Math T...

Os jogos têm despertado o interesse de investigadores no sentido de averiguar o benefício da sua prática no desenvolvimento de capacidades. Este interesse emerge, possivelmente, das caraterísticas motivadoras do jogo em geral e do facto de determinado tipo de jogos envolverem destrezas cognitivas na sua prática. Estas caraterísticas levaram-nos a serem considerados como agentes facilitadores do processo de ensino e aprendizagem da matemática. A capacidade de identificar padrões é igualmente apontada como essencial a este processo, sendo considerada uma capacidade intrínseca à atividade matemática. Neste artigo apresentar-se-ão as etapas essenciais de um estudo conduzido junto de uma amostra de alunos do 1.º ciclo do ensino básico, envolvendo o jogo do Semáforo, bem como as principais conclusões. Como resultados principais do estudo verificámos a existência de uma relação entre a força de jogo e a capacidade de identificar padrões, tendo-se verificado também uma relação entre estas v...

It's not unusual for educators to look for riveting and funny ways to teach Mathematics, a subject which is often perceived by students as abstruse and totally detached from reality. Among the alternative approaches which combined with the traditional didactic method proved effective are: Empirical approach Instead of having the concept explained by the educator, the students are provided with the data necessary to get to the concept by themselves.<br> The main aim of this didactic strategy is to promote ingenuity and resourcefulness as well as active participation and collaboration among students. Historical approach The students are instructed on the historical context in which mathematicians and scientists developed their theories and then asked to reproduce the line of reasoning which led them to their discoveries. The depth of the historical analysis and the difficulty of the elaboration requested depend on the educational level of the students. On the occasion of Pi-...

Bireyin yaşamında vazgeçilmez bir kavram olan oyunu tanımlamak güç olsa da önemini yadsımak mümkün değildir.. Bu durum pek çok psikolog ve sosyolog bilim adamınca da sık sık ifade edilmektedir. Bu denli önemli bir kavram olan oyunun matematik ile ilişkilendirilmesi de mümkündür. Hatta böyle bir çaba düşünülenden daha geniş bir alanda ve alt başlıkta yapılabilmektedir. Öğrencilere matematiğin gerekliliği, güzelliği ve muhteşemliğini anlatılarak, okutularak ya da yazdırarak kavratmaya çalışmak yerine söz konusu bu etkileşimi ve etkileşimden doğan konu alanlarını göstermek onlar üzerinde araştırmalar yapmalarını sağlamak kanımızca daha etkili bir yöntem olacaktır. İşte bu amaç çerçevesinde bu çalışmada oyun ve matematik kavramları arasındaki etkileşime yazarların perspektifinden bir yaklaşımda bulunulmaktadır. Birinci bölümde oyun kavramına ilişkin literatürde yer alan tanımlardan yola çıkılmış ve akabinde "insan neden oyun oynar?" sorusuna oyuna yönelik var olan teorilerden de yararlanılarak yanıt aranmaya çalışılmıştır. Bu süreç oyuna dair psikolojik, felsefi, teknolojik ve bir öğretim yöntemi olma açısından kısa irdelemeler ile desteklenmiştir. İkinci bölümde ise matematik ve oyun kavramları bir arada ele alınarak aralarında var olan gizil ve açık ilişkiler betimlenmektedir. Söz konusu betimlemeler matematik ve oyun, matematikçiler ve oyun, oyunlar teorisi, matematik oyunlarının türleri gibi alt başlıklar çerçevesinde gerçekleştirilmeye çalışılmıştır. Bir sonraki bölümde ise eğitsel matematik oyunu tanımlanmaya çalışılmış ve bazı örneklere yer verilmiştir. Son bölümde ise farklı kültürlerdeki matematik oyunlarına kısa bir yolculuk yapılmakta ve bazı temel oyunlar tanıtılmaktadır.

This research was carried out in the second semester of the 2019-2020 academic year. In the research, an educational game was designed to teach "The Effects of Force on Objects" which is a subject of the "Effects of Force" unit in 4 th grade science curriculum. It was aimed to determine the opinions of teachers about the designed the game. In this research, phenomenology was used, which is one of the qualitative research methods. The study group of the research consists of 10 classroom teachers working in public schools. The typical case sampling method, one of the most known purposeful sampling methods was used in the research. The document about the game designed for the researchers was sent via e-mail and WhatsApp application. In the study, data were collected by semi-structured interview technique. The data were analyzed with the help of content analysis. In the study, findings have been found that educational games provide permanent learning by having fun, develop in cognitive, affective, and psychomotor aspects and facilitate teaching. It is concluded that the designed game meets the achievements and is an effective game for teachers. At the end of the study, it was suggested that an educational game pool that all teachers could reach should be built within the Ministry of National Education.

It's not unusual for educators to look for riveting and funny ways to teach Mathematics, a subject which is often perceived by students as abstruse and totally detached from reality. Among the alternative approaches which combined with the traditional didactic method proved effective are: Empirical approach Instead of having the concept explained by the educator, the students are provided with the data necessary to get to the concept by themselves.<br> The main aim of this didactic strategy is to promote ingenuity and resourcefulness as well as active participation and collaboration among students. Historical approach The students are instructed on the historical context in which mathematicians and scientists developed their theories and then asked to reproduce the line of reasoning which led them to their discoveries. The depth of the historical analysis and the difficulty of the elaboration requested depend on the educational level of the students. On the occasion of Pi-...

This study is a survey aimed at ascertaining the attitude of academic staff in tertiary institutions in Imo State Nigeria towards the use of information and communications technology (ICT) in teaching. It also examines their level of use of ICT for teaching and learning purposes. The paper also compares the attitude of the faculty by gender and type of the institution they teach in, i.e. college of education, polytechnic and universities. The paper tried to ascertain if attitude of faculty to ICT correlates to actual usage in the classroom. 300 academic staff members were randomly selected from lecturers in tertiary institutions in Nigeria. A set of instrument tagged ICT attitude questionnaire and ICT use questionnaire was administered to the respondents. Data collected was analysed using descriptive, inferential and correlational statistics. Findings reveal that although academic staff have positive attitude about ICT use in instruction, they however reported low level use of ICT for instructional purposes. There is no significant difference in attitude according to gender; similarly, significant differences in attitude does not exist by type of institution among the three types of tertiary institutions. Faculty attitude was found to be positively correlated with use of ICT in curriculum. The paper concludes that academic staff should embrace innovative techniques by a favourable disposition towards them which will help boost classroom implementation of such innovations.

This study examined the attitude and academic performance of public single-sex (Boys' and Girls' only) high school students in the teaching and learning of Agricultural Science in the aspect of practical knowledge of Agriculture. We investigated whether there were significant differences in the mean achievement test scores of students in practical Agriculture in the selected schools. We also examined the relationship between their academic performance in practical agriculture and their attitude to the subject. The study was a descriptive survey design carried out at Ibadan Metropolis, Nigeria. Six public single-sex (Boys' and Girls' only) schools were randomly selected from three Local Government Areas (LGAs) within Ibadan Zone comprising eleven LGAs in 2018. Sixty-nine Senior Secondary School (SSS III) students were randomly selected in Boys' only (3) schools while ninety-seven students were randomly selected in Girls' only (3) schools giving a total of 166 students that participated in this study. Practical Agricultural Science Students' Achievement Test (PASSAT) and Students' Attitude towards Practical Agriculture Questionnaire (SATPAGQ) were used for data collection. The data collected were analyzed using descriptive statistics, Oneway Analysis of Variance (ANOVA), Multiple Comparison techniques and t-test for equality of means. The ANOVA test was significant (p = .00). Post Hoc (Tukey HSD) test, a multiple comparison technique on the ANOVA showed that PASSAT mean scores obtained by one Girls' only school was significantly different from one Boys' only schools another two Girls' only schools' mean scores at 5% significant level. It was found that availability of school farm, use of instructional materials were not enough to bring about significant boost in academic success in PASSAT especially in three of the schools with less than average mean scores of 34.51, 40.23 and 44.07. The study therefore recommended that government and relevant stakeholders (Parents-Teachers Association, Old Boys' and Girls' Association among others) should provide human resources and needed infrastructural facilities for effective teaching and learning of Agricultural Science in both single-sex and Co-educational schools for better academic performance.

40 Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which games to introduce in their classrooms? In this paper we attempt to support teachers to address this question through presenting five principles of good mathematical games. Rather than operating as definitive criteria, our intention for presenting these principles is to stimulate critical discussion and to guide teacher decision-making. Examples of mathematical games that we believe appropriately capture each principle are provided.

The use of enabling and extending prompts allows tasks to be both accessible and challenging within a classroom. This article provides an example of how to use enabling and extending prompts effectively when employing a challenging task in Year 2.

Mental computation strategies have become increasingly emphasised in the teaching of mathematics, because they help to build mental flexibility, efficient approaches to solving maths problems and mathematical fluency . Despite its recent prominence, the teaching of mental computation strategies appears to lack a clear organisational framework. There certainly have been texts developed which outline the strategies that may be introduced at various stages of a student's mathematical development and provide explanations for the teaching of these strategies (e.g., Teaching Mental Calculation Strategies, developed by the Qualifications and Curriculum Authority, QCA, 1999). However, these texts tend to organise strategies in a long linear sequence, without much emphasis on how they build on or relate to each other, or how they connect to different mathematical goals. Over the past several years, many Australian schools have successfully implemented the Daily CAFE approach for reading (Bouchey & Moser, 2009). One of the major strengths of Daily CAFE is its organising framework. There are four reading goals comprising the acronym CAFE: Comprehension, Accuracy, Fluency and Expand Vocabulary. The idea is that these four goals of reading are relevant to readers of all levels and that students will focus on working towards one particular goal in a given reading lesson (or series of lessons). In order to help students work towards achieving a given reading goal, a number of strategies are introduced (Bouchey & Moser, 2009). In general, the strategies are introduced in order of sophistication, with the least sophisticated (but by no means the least important) strategies introduced first. For example, to improve Comprehension, which is defined as understanding what you read, the reader must initially practise the strategies Check for Understanding and Back-up and Re-read. Having mastered these rudimentary strategies, more complex strategies may be introduced, such as Connecting Text to Prior Knowledge and Asking Questions While Reading (Bouchey & Moser, 2009).

The purpose of this study was to develop an educational game for the "Speed of Sound" topic in 6th grade science lesson and to reveal science teachers' opinions about the game called "The Fastest Sound". In this study, phenomenology design, one of the qualitative approaches, was used. In accordance with the purpose of the study, the study group was composed of nine science teachers, eight of whom were female, who were easily accessible and determined on a voluntary basis in order for the teachers to first examine the designed game and present their opinions about its implementation with sincere feelings. The data were collected through semi-structured interviews with teachers. The analysis of the data was provided by content analysis by extracting codes and themes using NVivo. As a result of the analysis, it was determined that the "The Fastest Sound" game concretized the subject, facilitated the teaching, and if any, misconceptions could be eliminated based on teachers' opinions. All the teachers stated that educational games can provide cognitive, affective, and psychomotor skills. Based on the data, it was concluded that the educational game is understandable, meets the objectives in the subject and that students can learn by having fun. In this context, it has been suggested to use the "The Fastest Sound" game in teaching the speed of sound topic.

Collage student are the generation of hope that is considered as an agent of change with a driving role in a better direction. Collage students are expected to be more responsive to problems that arise in the community and be able to solve these problems by finding solutions. To achieve this goal, the KKN Back to Village 3 program was held by University Jember. In this study, we will present a work program on fun Mathematics learning innovations with Recreational Mathematics. With this method, it is expected to be able to convey Mathematics material in a more interesting and fun way both manually and through learning support media, so that students can understand the Mathematics material delivered without pressure and can change negative thoughts in Mathematics. The implementation of the Back to Village 3 KKN is located in Rombo Wetan Village with the target of Iqbal tutoring owners and will take place from 11 August 2021 to 9 September 2021.

Ideally therapeutic processes ought to be context-bound; therefore culture plays vital role in setting the status quo for the interaction between the therapist and the client. It is against this background that this paper examines the challenges and compromises of culture-centered therapy in Africa (Nigeria), particularly as the scheme of work and curriculum for teaching psychology (and all other related areas of study), seems to omit cultural orientation to some extent. Correspondingly, National Universities Commission (NUC) benchmark is used as unit of analysis to portray the seemingly lack of culture-centered therapy in higher education in Nigeria. Supportively, narratives from focus group discussion with students are presented to intensify the lack of inclusion of culture-centered curriculum. As a result, the paper advocates for methodological and clinical integration of cultural perspective (indigenous knowledge system) into higher education’s teaching of psychology otherwise t...