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

代数动机、参与和成功的门户 (GAMES)：使用基于游戏的移动应用程序和设备支持和评估分数熟练程度

• 批准号: 1118571
• 负责人: Michael Evans
• 金额: $ 199.22万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-15 至 2015-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1118571&HistoricalAwards=false
• 关键词: Gateways; Algebraic; Motivation; Engagement; Success

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.

代数动机、参与和成功之门 (GAMES) 项目正在为中学生设计数字游戏，帮助他们为代数方面的成功做好准备。 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至关重要。 游戏的设计基于对学习分数的研究和对参与度的研究。 弗吉尼亚理工学院和州立大学的研究人员正在研究学生对分数概念的发展、他们对任务的参与以及使用手持设备作为有用的游戏平台。 他们提供了关于学生如何发展分数概念的宝贵信息，并有助于制定指导测量和分数概念教学的学习轨迹。游戏的设计基于众所周知的促进学习的参与状态，特别关注认知、行为和情感领域。 驱动游戏的数学框架基于学生学习分数概念的方式。 大多数六年级学生从部分-整体的概念中思考分数，但这并不是发展代数概念的充分基础。 这些游戏通过专注于排序、划分和迭代的活动帮助学生发展分裂概念。 这些游戏专为 iOS 平台设计，提供轻松参与和数据收集灵活性。该项目提供从理论到游戏的各种产品。该研究正在构建一个概念框架，该框架可识别导致学习的参与特征，并有助于制定与分数概念相关的学习轨迹。这项工作将产生一个可扩展的模型，用于开发和使用数字游戏来增加中学生的参与和学习。 此外，正在开发三个游戏和相关任务，用于当前课程，以增强学生对分数的理解，并为学习代数做好准备。