Fractions have great importance for primary students in mathematics education and are one of the most problematic concepts they encounter in their school life. This research study aimed to examine the effectiveness of a game-based app (Slice Fractions) to help students to develop their academic performance and self-efficacy in fraction skills during distance education. A total of 142 fourth grade students from eight different classes participated to the study. A quasi-experimental method was used to assess the impact of the Slice Fractions game on student learning and self-efficacy of the concept of fractions in the fourth-grade math course. The self-efficacy scale and the diagnose test for fractions were applied to the fourth-grade students. The results showed that the students in the game group had significantly better learning performance in fractions than students in the non-game group. Similarly, the students in the game group had significantly better self-efficacy in fractions than students in the non-game group.
Aksu, Z. & Konyalıoğlu, A.C. (2015). Sınıf öğretmen adaylarının kesirler konusundaki pedagojik alan bilgileri [Pre-Service Primary School Teachers’ Pedagogical Content Knowledge In Fractions]. Kastamonu Education Journal. 23(2), 723-738. https://dergipark.org.tr/tr/pub/kefdergi/issue/22599/241424
Alacaci, C. (2015). Öğrencilerin kesirler konusundaki kavram yanılgıları [Students’misconceptions about fractions]. In E. Bingölbali, & M. F. Özmantar (Eds.), İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm öneriler [Mathematical difficulties encountered in primary education and Suggestions]. Ankara: PegemA.
Annetta, L. A. (2010). The “I’s” have it: A framework for serious educational game design. Review of General Psychology, 14(2), 105-112. https://doi.org/10.1037/a0018985
Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D. C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113(3), 447–455. https://doi.org/10.1016/j.jecp.2012.06.004.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Berch, D. B., & Mazzocco, M. M. (2007). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. Brookes Publishing Company.
Bonne, L., & Johnston, M. (2016). Students’ beliefs about themselves as mathematics learners. Thinking Skills and Creativity, 20, 17-28. https://doi.org/10.1016/j.tsc.2016.02.001
Brousseau, G., Brousseau, N., & Warfield, V. (2004). Rationals and decimals as required in the school curriculum. Part 1: rationals as measurements. The Journal of Mathematical Behavior, 23(1), 1–20. https://doi.org/10.1016/j.jmathb.2003.12.001
Bruce, C. D., & Ross, J. (2009). Conditions for effective use of interactive online learning objects: The case of a fractions computer-based learning sequence. Electronic Journal of Mathematics and Technology, 3(1). https://php.radford.edu/~ejmt/deliverAbstract.php?paperID=eJMT_v3n1p2
Bulgar, S. (2003). Children’s sense – making of division of fractions. The Journal of Mathematical Behavior, 20(3), 319- 334. https://doi.org/10.1016/S0732-3123(03)00024-5
Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Pegem A Yayıncılık.
Cajori, F. (1999). A History of Mathematics. New York. The Macmillan Company.
Carr, J. (2012). Does math achievement h’APP’en when iPads and game-based learning are incorporated into fifth-grade mathematics instruction? Journal of Information Technology
Education: Research, 11(1), 269-286. http://www.jite.org/documents/Vol11/JITEv11p269-286Carr1181.pdf
Charalambous C. Y., & Pitta-Pantazi, D. P. (2005). Revisiting a theoretical model on fractions: Implications for teaching and research. In Chick, H.L. and Vincent, J. L. (Eds.), Proceedings of
the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol 2), pp. 233 – 240.
Cohen, L., & Manion, L. (1994). Research Methods in Education (4th ed.). London: Routledge
Cramer, K., & Whitney, S. (2010). Learning rational number concepts and skills in elementary school classrooms. In D. V. Lambdin & F. K. Lester, Jr. (Eds.), Teaching and learning mathe¬matics: Translating research for elementary school teachers (pp. 15–22). Reston, VA: NCTM.
Cramer, K., Wyberg, T., & Leavitt, S. (2008). The role of representations in fraction addition and subtraction. Mathematics Teaching in The Middle School, 13(8), 490-496. https://doi.org/10.5951/MTMS.13.8.0490
Cyr, S., Charland, P., Riopel, M., & Bruyère, M.H. (2019). Integrating a game design model in a serious video game for learning fractions in mathematics. Journal of Computers in Mathematics and Science Teaching, 38(1), 5-29. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
https://www.learntechlib.org/primary/p/183506/
Cyr, S., Charland, P., Riopel, M., & Bruyère, M.-H. (2019). Integrating a game design model in a serious video game for learning fractions in mathematics. Journal of Computers in Mathematics and Science Teaching, 38(1), 5–29. https://www.learntechlib.org/primary/p/183506/
DeWolf, M., Bassok, M., & Holyoak, K. J. (2015). Conceptual structure and the procedural affordances of rational numbers: Relational reasoning with fractions and decimals. Journal of Experimental Psychology: General, 144(1), 127–150. https://doi.org/10.1037/xge0000034
Dickson, L., Brown, M., & Gibson, O. (1993). Children learning mathematics: A teachers guide to recent research. London: Schools Council Publications.
Eroğlu, D., Camcı, F., & Tanışlı, D. (2019). Hypothetical learning trajectory to the development of sixth grade students’ knowledge about fractions and addition-subtraction in fractions. PAU Journal of Education, 45, 116-143. https://doi.org/10.9779/PUJE.2018.225
Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: Effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3(1), 77–104. https://doi.org/10.1007/s40692-015-0048-8
Gabriel, F. C., Coché, F., Szucs, D., Carette, V., Rey, B., & Content, A. (2013). A componential view of children’s difficulties in learning fractions. Frontiers in psychology, 4, 715. https://doi.org/10.3389/fpsyg.2013.00715
Haser, Ç., & Ubuz, B. (2003). Student’s conception of fractions: a study of 5th grade students. Hacettepe University Journal of Faculty of Education, 24(24), 64-69. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/909-published.pdf
Hecht, S. A., & Vagi, K. J. (2012). Patterns of strengths and weaknesses in children’s knowledge about fractions. Journal of Experimental Child Psychology, 111(2), 212-222. https://doi.org/10.1016/j.jecp.2011.08.012
Hecht, S. A., Vagi, K. J., & Torgesen, J. K. (2007). Fraction skills and proportional reasoning. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is mathematics so hard for some children? The nature and origins of mathematics learning difficulties and disabilities (pp.121–132). Baltimore, MD: Paul H. Brookes.
Hung, C. M., Huang, I., & Hwang G. J. (2014). Effects of digital game-based learning on students’ selfefficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151–166. https://doi.org/10.1007/s40692-014-0008-8
İpek, A.S., Işık, C., & Albayrak, M. (2005). Conceptual performance of prospective primary teachers on operations with fractions. Kazım Karabekir Eğitim Fakültesi Dergisi, 1, 537-547. https://dergipark.org.tr/tr/download/article-file/31446
Jones, J. C. (2012). Visualizing elementary and middle school mathematics methods. USA: John Wiley & Sons.
Kauchak, D., P. ve Eggen, P., D. (1998). Learning and teaching. Third Edition. Boston: Allyn and Bacon.
Kerslake, D. (1986). Fractions: Children’s strategies and errors. A report of the strategies and errors in secondary mathematics project. Windsor, Berkshire, England: NFER – NELS.
Lamon, S. J. (2012). Teaching fractions and ratios for understanding: Essential knowledge and instructional strategies for teachers. New York: Routledge/Taylor & Francis Group.
Lee, Y. L. (2010). Enhancement of Fractions from Playing a Game. New Zealand mathematics magazine, 47(1), 30-40. www.merga.net.au/documents/Lee_RP09.pdf.
Leung I. K. C., & Carbone R. E. (2013). Pre-service teachers’ knowledge about fraction division reflected through problem posing. The Mathematics Educator, 14(1-2), 80-92. https://repository.eduhk.hk/en/publications/pre-service-teachers-knowledge-about-fraction-divisions-reflected-5
Long, C. T., DeTemple, D. W., & Millman, R. S. (2015). Mathematical reasoning for elementary teachers (7th. Edition). UK: Pearson Education Limited.
Lortie – Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arith¬metic so difficult?. Developmental Review, 38, 201–221. https://doi.org/10.1016/j.dr.2015.07.008
Masek, M., Boston, J., Lam, C., & Corcoran, S. (2017). Improving mastery of fractions by blending video games into the math classroom. Journal of Computer Assisted Learning, 33(5), 486–499. https://doi.org/10.1111/jcal.12194.
Milli Eğitim Bakanlığı [MEB]. (2018). Matematik Dersi Öğretim Programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Turkish 1-8 grade mathematics curriculum]. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329.
Moyer-Packenham, P. S., & Bolyard, J. J. (2016). Revisiting the definition of a virtual manipulative. In P. S. Moyer-Packenham (Ed.), International perspectives on teaching and learning mathematics with virtual manipulatives (pp. 3–23). Springer.
Musti-Rao, S., & Plati, E. (2015). Comparing two classwide interventions: Implications of using technology for increasing multiplication fact fluency. Journal of Behavioral Education, 24 (4), 418-437. https://doi.org/10.1007/s10864-015-9228-x
Naiser, E. A., Wright, W. E., & Capraro, R. M. (2003). Teaching fractions: Strategies used for teaching fractions to middle grade students. Journal of Research in Childhood Education, 18(3), 193-198. https://doi.org/10.1080/02568540409595034
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Uzaktan Eğitim Sürecinde Oyun Tabanlı Bir Uygulamanın İlkokul Öğrencilerinin Kesirleri Öğrenmede Öz-yeterlik ve Başarılarına Olan Etkisi
Matematik eğitiminde büyük önem taşıyan kesirler konusu ilköğretim öğrencilerinin okul hayatlarında karşılaştıkları en problemli kavramlardan birisidir. Bu çalışmanın amacı, uzaktan eğitim sırasında oyun tabanlı bir uygulamanın (Slice Fractions) öğrencilerin kesirler konusundaki akademik performanslarını ve öz yeterliklerini ne denli geliştirmelerine olanak sağladığını incelemektir. Araştırmaya sekiz farklı sınıftan toplam 142 dördüncü sınıf öğrencisi katılmıştır. Çalışmada yarı deneysel araştırma yöntemi kullanılarak Slice Fractions oyununun öğrencilerin kesirler kavramını öğrenmesinde ve öz-yeterlik konusunda etkisi araştırılmıştır. Araştırmaya katılan öğrencilere kesirler öz-yeterlik ölçeği ve kesirler başarı testi uygulanmıştır. Yapılan analizler sonucunda, oyun grubundaki öğrencilerin, oyun oynamayan gruptaki öğrencilere göre kesirlerde önemli ölçüde daha iyi öğrenme performansına ve daha iyi öz-yeterliğe sahip oldukları sonucuna varılmıştır.
Aksu, Z. & Konyalıoğlu, A.C. (2015). Sınıf öğretmen adaylarının kesirler konusundaki pedagojik alan bilgileri [Pre-Service Primary School Teachers’ Pedagogical Content Knowledge In Fractions]. Kastamonu Education Journal. 23(2), 723-738. https://dergipark.org.tr/tr/pub/kefdergi/issue/22599/241424
Alacaci, C. (2015). Öğrencilerin kesirler konusundaki kavram yanılgıları [Students’misconceptions about fractions]. In E. Bingölbali, & M. F. Özmantar (Eds.), İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm öneriler [Mathematical difficulties encountered in primary education and Suggestions]. Ankara: PegemA.
Annetta, L. A. (2010). The “I’s” have it: A framework for serious educational game design. Review of General Psychology, 14(2), 105-112. https://doi.org/10.1037/a0018985
Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D. C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113(3), 447–455. https://doi.org/10.1016/j.jecp.2012.06.004.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Berch, D. B., & Mazzocco, M. M. (2007). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. Brookes Publishing Company.
Bonne, L., & Johnston, M. (2016). Students’ beliefs about themselves as mathematics learners. Thinking Skills and Creativity, 20, 17-28. https://doi.org/10.1016/j.tsc.2016.02.001
Brousseau, G., Brousseau, N., & Warfield, V. (2004). Rationals and decimals as required in the school curriculum. Part 1: rationals as measurements. The Journal of Mathematical Behavior, 23(1), 1–20. https://doi.org/10.1016/j.jmathb.2003.12.001
Bruce, C. D., & Ross, J. (2009). Conditions for effective use of interactive online learning objects: The case of a fractions computer-based learning sequence. Electronic Journal of Mathematics and Technology, 3(1). https://php.radford.edu/~ejmt/deliverAbstract.php?paperID=eJMT_v3n1p2
Bulgar, S. (2003). Children’s sense – making of division of fractions. The Journal of Mathematical Behavior, 20(3), 319- 334. https://doi.org/10.1016/S0732-3123(03)00024-5
Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Pegem A Yayıncılık.
Cajori, F. (1999). A History of Mathematics. New York. The Macmillan Company.
Carr, J. (2012). Does math achievement h’APP’en when iPads and game-based learning are incorporated into fifth-grade mathematics instruction? Journal of Information Technology
Education: Research, 11(1), 269-286. http://www.jite.org/documents/Vol11/JITEv11p269-286Carr1181.pdf
Charalambous C. Y., & Pitta-Pantazi, D. P. (2005). Revisiting a theoretical model on fractions: Implications for teaching and research. In Chick, H.L. and Vincent, J. L. (Eds.), Proceedings of
the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol 2), pp. 233 – 240.
Cohen, L., & Manion, L. (1994). Research Methods in Education (4th ed.). London: Routledge
Cramer, K., & Whitney, S. (2010). Learning rational number concepts and skills in elementary school classrooms. In D. V. Lambdin & F. K. Lester, Jr. (Eds.), Teaching and learning mathe¬matics: Translating research for elementary school teachers (pp. 15–22). Reston, VA: NCTM.
Cramer, K., Wyberg, T., & Leavitt, S. (2008). The role of representations in fraction addition and subtraction. Mathematics Teaching in The Middle School, 13(8), 490-496. https://doi.org/10.5951/MTMS.13.8.0490
Cyr, S., Charland, P., Riopel, M., & Bruyère, M.H. (2019). Integrating a game design model in a serious video game for learning fractions in mathematics. Journal of Computers in Mathematics and Science Teaching, 38(1), 5-29. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
https://www.learntechlib.org/primary/p/183506/
Cyr, S., Charland, P., Riopel, M., & Bruyère, M.-H. (2019). Integrating a game design model in a serious video game for learning fractions in mathematics. Journal of Computers in Mathematics and Science Teaching, 38(1), 5–29. https://www.learntechlib.org/primary/p/183506/
DeWolf, M., Bassok, M., & Holyoak, K. J. (2015). Conceptual structure and the procedural affordances of rational numbers: Relational reasoning with fractions and decimals. Journal of Experimental Psychology: General, 144(1), 127–150. https://doi.org/10.1037/xge0000034
Dickson, L., Brown, M., & Gibson, O. (1993). Children learning mathematics: A teachers guide to recent research. London: Schools Council Publications.
Eroğlu, D., Camcı, F., & Tanışlı, D. (2019). Hypothetical learning trajectory to the development of sixth grade students’ knowledge about fractions and addition-subtraction in fractions. PAU Journal of Education, 45, 116-143. https://doi.org/10.9779/PUJE.2018.225
Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: Effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3(1), 77–104. https://doi.org/10.1007/s40692-015-0048-8
Gabriel, F. C., Coché, F., Szucs, D., Carette, V., Rey, B., & Content, A. (2013). A componential view of children’s difficulties in learning fractions. Frontiers in psychology, 4, 715. https://doi.org/10.3389/fpsyg.2013.00715
Haser, Ç., & Ubuz, B. (2003). Student’s conception of fractions: a study of 5th grade students. Hacettepe University Journal of Faculty of Education, 24(24), 64-69. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/909-published.pdf
Hecht, S. A., & Vagi, K. J. (2012). Patterns of strengths and weaknesses in children’s knowledge about fractions. Journal of Experimental Child Psychology, 111(2), 212-222. https://doi.org/10.1016/j.jecp.2011.08.012
Hecht, S. A., Vagi, K. J., & Torgesen, J. K. (2007). Fraction skills and proportional reasoning. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is mathematics so hard for some children? The nature and origins of mathematics learning difficulties and disabilities (pp.121–132). Baltimore, MD: Paul H. Brookes.
Hung, C. M., Huang, I., & Hwang G. J. (2014). Effects of digital game-based learning on students’ selfefficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151–166. https://doi.org/10.1007/s40692-014-0008-8
İpek, A.S., Işık, C., & Albayrak, M. (2005). Conceptual performance of prospective primary teachers on operations with fractions. Kazım Karabekir Eğitim Fakültesi Dergisi, 1, 537-547. https://dergipark.org.tr/tr/download/article-file/31446
Jones, J. C. (2012). Visualizing elementary and middle school mathematics methods. USA: John Wiley & Sons.
Kauchak, D., P. ve Eggen, P., D. (1998). Learning and teaching. Third Edition. Boston: Allyn and Bacon.
Kerslake, D. (1986). Fractions: Children’s strategies and errors. A report of the strategies and errors in secondary mathematics project. Windsor, Berkshire, England: NFER – NELS.
Lamon, S. J. (2012). Teaching fractions and ratios for understanding: Essential knowledge and instructional strategies for teachers. New York: Routledge/Taylor & Francis Group.
Lee, Y. L. (2010). Enhancement of Fractions from Playing a Game. New Zealand mathematics magazine, 47(1), 30-40. www.merga.net.au/documents/Lee_RP09.pdf.
Leung I. K. C., & Carbone R. E. (2013). Pre-service teachers’ knowledge about fraction division reflected through problem posing. The Mathematics Educator, 14(1-2), 80-92. https://repository.eduhk.hk/en/publications/pre-service-teachers-knowledge-about-fraction-divisions-reflected-5
Long, C. T., DeTemple, D. W., & Millman, R. S. (2015). Mathematical reasoning for elementary teachers (7th. Edition). UK: Pearson Education Limited.
Lortie – Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arith¬metic so difficult?. Developmental Review, 38, 201–221. https://doi.org/10.1016/j.dr.2015.07.008
Masek, M., Boston, J., Lam, C., & Corcoran, S. (2017). Improving mastery of fractions by blending video games into the math classroom. Journal of Computer Assisted Learning, 33(5), 486–499. https://doi.org/10.1111/jcal.12194.
Milli Eğitim Bakanlığı [MEB]. (2018). Matematik Dersi Öğretim Programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Turkish 1-8 grade mathematics curriculum]. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329.
Moyer-Packenham, P. S., & Bolyard, J. J. (2016). Revisiting the definition of a virtual manipulative. In P. S. Moyer-Packenham (Ed.), International perspectives on teaching and learning mathematics with virtual manipulatives (pp. 3–23). Springer.
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