Gateways to Algebraic Motivation, Engagement and Success (GAMES): Supporting and Assessing Fraction Proficiency with Game-Based, Mobile Applications and Devices

《通向代数的动机、参与和成功之门》项目正在为中学生设计数字游戏，帮助他们为在代数方面取得成功做好准备。这些游戏旨在帮助学生深入理解测量和分数概念，这些概念在他们开始学习代数时是至关重要的。游戏的设计是基于对学习分数和参与度的研究。弗吉尼亚理工学院和州立大学的研究人员正在研究学生分数概念的发展，他们在任务中的参与度，以及手持设备作为游戏有用平台的使用情况。他们提供了关于学生如何发展分数概念的有价值的信息，并有助于制定学习轨迹，以指导测量和分数概念的教学。游戏的设计基于已知有助于学习的参与状态，特别关注认知、行为和情感领域。推动游戏的数学框架是基于学生学习分数概念的方式。大多数六年级学生从部分-整体概念来思考分数，但这不是发展代数概念的足够基础。这些游戏通过练习集中于排序、划分和迭代，帮助学生发展拆分概念。这些游戏是为iOS平台设计的，这些平台提供了轻松互动和数据收集的灵活性。该项目提供了从理论到游戏的各种产品。这项研究正在建立一个概念框架，以确定导致学习的参与特征，并有助于开发与分数概念相关的学习轨迹。这项工作将为开发和使用数字游戏提供一个可扩展的模式，以增加中学生的参与度和学习。此外，正在开发三个游戏和相关任务，用于当前的课程，以加强学生对分数的理解，并为学习代数做好准备。

The Gateways to Algebraic Motivation, Engagement and Success (GAMES) project is designing digital games for middle school students that will help them prepare for success in Algebra. The games are intended to help students gain a deep understanding of measurement and fraction concepts that are critical as they begin to learn algebra. The design of the games is based on research on learning fractions and research on engagement. The researchers at Virginia Polytechnic Institute and State University are studying students' development of fraction concepts, their engagement in the tasks, and the use of hand-held devices as a useful platform for games. They are providing valuable information on how students develop fraction concepts and contributing to the development of a learning trajectory that will guide the teaching of measurement and fraction concepts.The design of the games is based on engagement states that are known to facilitate learning, with specific attention to cognitive, behavioral, and affective domains. The mathematical framework driving the games is based on how students learn fraction concepts. Most grade 6 students think of fractions from a part-whole conception, but this is not an adequate base for developing algebraic concepts. The games help students develop splitting concepts by moving through activities that focus on sequencing, partitioning, and iterating. The games are designed for iOS platforms that provide ease of engagement and data collection flexibility. The project offers a variety of products ranging from theories to games. The research is building a conceptual framework that identifies features of engagement that lead to learning, and contributing to the development of a learning trajectory related to fraction concepts. The work will produce a scalable model for developing and using digital games to increase engagement and learning of middle school students. In addition, three games and associated tasks are being developed for use with current curricula to enhance students' understanding of fractions and prepare them for learning algebra.