数学游戏的数字监督玩法提高了数学学习,当游戏与同龄人一起玩时,比单独玩时更好
Nadir Díaz-Simón1, Guillermo Trinidad2, Dinorah de León3
1Numerical Cognition Laboratory, Department of Psychology, Western University.
Cognitive science
|December 10, 2025
概括
以部分反为基础的以小组为基础的数字数学游戏显著提高了儿童的数学技能,而不是个人游戏. 这种方法促进了合作和讨论,补充了传统的数学教育.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 数学教育教育 数学教育
背景情况:
- 许多孩子在学校数学方面扎,这导致了使用数字技术进行个性化反的举措.
- 个性化数字培训可以减少有价值的同行互动,协作和教师主导的教学.
- 现有的方法往往忽略了学习数学的社会和协作方面.
研究的目的:
- 通过使用数字引导的小组游戏和部分反来研究数学学习的新方法.
- 为了比较基于小组的学习与数学中的个人数字学习的有效性.
- 为了确定协作学习是否增强了数学技能发展.
主要方法:
- 儿童被随机分配到单独的数字平板电脑游戏或小组游戏,使用物理卡片和"魔法盒"数字设备.
- 这两种情况都得到了部分反,以鼓励反思和纠错.
- 在这两种实验条件下,数学游戏被用作主要的学习工具.
主要成果:
- 与"魔法盒子"一起玩的小组游戏,与个人游戏相比,在儿童的数学技能方面取得了更大的进步.
- 在这两种情况下,部分反促进了反思和纠错.
- 在数学问题解决中的协作参与与增强的学习成果有关.
结论:
- 以部分数字反为基础的小组数学游戏是一种有效的教育策略.
- 这种方法可以通过促进合作,成功地补充传统的数学课程.
- 可以利用数字工具来增强数学教育中的社会学习.
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