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Architecture Game-Based Mathematical Learning by Making

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Abstract

In this design-based research project, we investigated how and to what extent participating in architectural building and problem solving via a simulation game–based learning platform (called E-Rebuild) would facilitate mathematical practices of middle-school students in the informal learning setting. This study encompasses 2 iterative design experiments in which 20 middle graders completed E-Rebuild-based learning tasks as part of an afterschool program and a summer math camp. Data were collected via screen- and webcam-recorded participation actions and reactions, mathematical problem-solving test, and interviewing. Enriching prior research on math and science learning through making, this study informs how and under what contexts mathematical practices and disposition emerge during the making-centered learning processes.

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Notes

  1. All participants’ names in this paper are pseudonyms.

  2. Two participants missed the pretest and their data were not included in the paired-sample t-tests.

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Funding

This project is funded by the National Science Foundation, grant# 1318784. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Authors and Affiliations

  1. Educational Psychology and Learning Systems, Florida State University, 3205-C Stone Building, Tallahassee, FL, 32306-4453, USA

    Fengfeng Ke

  2. School of Teacher Education, Florida State University, 3205-C Stone Building, Tallahassee, FL, 32306-4453, USA

    Kathleen M. Clark & Seyda Uysal

Authors
  1. Fengfeng Ke
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  2. Kathleen M. Clark
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  3. Seyda Uysal
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Correspondence to Fengfeng Ke.

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Ke, F., M. Clark, K. & Uysal, S. Architecture Game-Based Mathematical Learning by Making. Int J of Sci and Math Educ 17 (Suppl 1), 167–184 (2019). https://doi.org/10.1007/s10763-019-09996-x

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