EXAMINING INTEGERS-BASED MATH GAME CREATED BY A FOURTH GRADE STUDENT

• Published in: PROBLEMS OF EDUCATION IN THE 21ST CENTURY Vol. 80; no. 6; pp. 750 - 764
• Main Authors: Aylar Çankaya, Ebru, Yıldız, Esengül, Cengiz, Cemre
• Format: Journal Article
• Language: English
• Published: Šiauliai Scientia Socialis, Ltd 01.01.2022; Scientia Socialis, UAB; Scientia Socialis Ltd
• Subjects: 21st century; Addition; Children & youth; Data Analysis; Education; Educational Games; Elementary School Students; Foreign Countries; Game Based Learning; Games; Grade 4; Intermediate Grades; Knowledge; Learning; Mathematics Education; Mathematics teachers; Numbers; Social Sciences; Student Developed Materials; Students; Turkey; educational games; negative numbers; intuitive learning; primary school students; ordinal meaning; cardinal meaning
• ISSN: 1822-7864; 2538-7111
• DOI: 10.33225/pec/22.80.750

An integer-based mathematical game was the main subject of the study. The aim of this study was to analyse the mathematical content of the game which was developed by a fourth-grade student called Esin, and to examine the intuitive learning that develops through this game. The game was based on the addition of the positive or negative numbers won in each round. The integer is regarded as an abstract topic and is taught in secondary school. It is also regarded as a topic that students have difficulty in learning. However, in the case examined by this research, a fourth grader created an integer addition game using her own intuitive understandings and played it with three of her friends. This research was a case study focusing on the analysis of the game. The study group of the research was Esin and her three friends who played the game. Data was gathered in two stages. In the first stage Esin played the game with researchers and in the second stage Esin and her friends played the game together. All the games were recorded, and the observation form was used to record data. Descriptive analysis, which consists of two codes (cardinal or ordinal meaning), was carried out in data analysis. As a result of the study, it was seen that, Esin had defined negative and positive numbers over the idea of win / lose. Students were able to use both the cardinal and ordinal meanings of the number while playing the game. Cardinal meaning was usually established through the neutralization relation. Ordinal meaning was mostly used over positioning the number relative to zero. This research contributes to the literature on students' learning of integers at an early age.