Utilizing a collaborative cross number puzzle game to develop the computing ability of addition and subtraction

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107692

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Title:	Utilizing a collaborative cross number puzzle game to develop the computing ability of addition and subtraction
Authors:	陳德懷;Chen, Yen-Hua;Looi, Chee-Kit;Lin, Chiu-Pin;Shao, Yin-Juan;Chan, Tak-Wai
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Addition;Addition & subtraction;Arithmetic;Children;Childrens mathematics puzzles;Cognitive ability;Collaboration;Collaborative learning;Computation;Computer Assisted Instruction;Computer Software;Cookies;Cooperative Learning;Educational activities;Educational aspects;Educational Games;Educational Technology;Elementary School Students;Feedback (Response);Foreign Countries;Full Length Articles;Games;Games in mathematics education;Grade 4;Interaction;Interactive learning;Mathematical recreations;Mathematics;Mathematics education;Mathematics Skills;Posttests;Pretests;Problem solving;Skills;Students;Study and teaching;Subtraction
Date:	2012-08-03
Issue Date:	2026-04-23 14:21:34 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： While addition and subtraction is a key mathematical skill for young children, a typical activity for them in classrooms involves doing repetitive arithmetic calculation exercises. In this study, we explore a collaborative way for students to learn these skills in a technology-enabled way with wireless computers. Two classes, comprising a total of 52 students in Grade 4 (ages 10 or 11) participated in the study. They used the Group Scribbles software to run an adapted version of the ＂Cross Number Puzzle＂ that was designed with the ＂feedback＂ mechanism to assist students' problem solving. In one class, students played the game individually and in the other class, students played the game collaboratively. The low-ability students in the collaborative class were found to have made the most significant progress in arithmetic skills through playing this game. Three dominant interactive collaboration patterns, one contributing to productive interactions and two to less productive interactions, were also identified in the students' collaboration. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2012-01-01 出處： Educational Technology & Society, 2012-01, Vol.15 (1), p.354-366 資源來源：華藝線上圖書館中文電子期刊 (Chinese Electronic Periodical Services (CEPS))(Journals學術期刊資料庫) 版權： Copyright 2012 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2012 International Forum of Educational Technology & Society 版權： 2012. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201201_15(1).0030
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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