THE BENEFITS OF IMAGES: GUESS AND CHECK GAME IN MATH CLASSROOM
DOI:
https://doi.org/10.20319/pijss.2015.s11.5771Keywords:
Images, Geometry Course, Guess and Check GameAbstract
Geometry is a learning that requires some abilities to cover it. One of it is the spatial ability. The purpose of this study are how learning geometry in mathematics education, Teacher Training and Education Faculty at the University of Muhammadiyah Purwokerto, Indonesia can be easily understood by students. So, the researchers made a model of learning that is associated with the game, guess and check game is one of a game which is support for the student to understand the geometry with easily. Guess and check game consists of several steps or rules of the game. Guess and Check game also closely associated with the image. To improve a spatial ability and motivation to learn geometry for students, images are needed in the game especially in guess and check game. How guess and check the game as the application of the use of the image can improve spatial ability and motivation to learn in geometry?
References
Dolan, R.P., Goodman, J., & Strain-Seymour, E. (2012). Evaluation of a game-based performance task for measuring collaborative problem solving skills. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada
Egenfeldt-Nielsen, S. (2007). Third generation educational use of computer games, Journal of Educational Multimedia and Hypermedia, 16(3), 263-281
Embretson, S.E. (1987). Improving the measurement of spatial aptitude by dynamic testing. Intelligence 11(4), 333-358
Forsyth, D.R. & McMillan, J.H. (1991). What teories of motivation say about why learners learn.
New directions for teaching and learning. 45: 39-51
Gardner, H. (1991). Abschiedvom IQ-Die Rahmentheorie der vielfacheIntelligenzen. Stuttgart, (Orig.: Frames of mind)
Groff, J., Howells, C., & Cranmer, S. (2010). The impact of console games in the classroom: Evidence from schools in Scotland. UK: Futurelab
Hays, R.T. (2005). The effectiveness of instructional games: A literature review and discussion.
Orlando, FL: naval Air Warfare Center Training Division. Retrieved from
http://www.dtic.mil/cgi-bin/GetRDoc?AD=ADA441935
Karen, Zill. (2000). Educational materials, develops outreach campaigns, and conducts media literacy classes and workshops. Routledge: California
Ken Bain, What the Best College Teachers Do, Harvard University Press, 2004, pages 32-42.
Kiili, K. (2005). Educational game design: Experiental gaming model revisited. Research Report 4.Tampere University of Technology. Retrieved from
http://amc.pori.tut.fi/publications/EducationalGameDesign.pdf
Linda Nilson, Teaching At Its Best: A Research-Based Resource for College Instructors, 2nd edition, Anker Publishing, 2003, pages 41-44.
Malone, T.W. (1981). Toward a theory of instrinsically motivating instruction. Cognitive Science, 5(4), 333-369
Matt DeLong and Dale Winter, Learning to Teaching and Teaching to Learn Mathematics: Resources for Professional Development, Mathematical Association of America, 2002, pages 159-168.
McFarlane, A., Sparrowhawk, A., &Heald, Y. (2002). Report on the educational use of games: An exploration by TEEM of the contribution which games can make to the education process. Cambridgeshire, UK
Paulsen, M.B., & Feldman, K.A. (1999).Student motivation and epistemological beliefs. New directions for teaching and learning. 78: 17-25
Spires, H.A., et al. (2011). Problem solving and game based learning: Effect of middle grade students’ hypothesis testing strategies on learning outcomes. Journal of Educational Computing Research, 44(4), 452-472
Spires, H. A. (2008). 21st century skills and serious games: Preparing the N generation. In L.A. Annetta (Ed), Serious educational games (pp. 13-23). Rotterdam, The Netherlands: Sense Publishing
Tall, D.O. (1977). Conflicts and catastrophes in the learning of mathematics, Mathematical Education for teaching, 24, 2 – 18
Thurstone, L.L. (1950). Some primary abilities in visual thinking. Psychometric laboratory research report no. 59, Chicago: University of Chicago Press
Webb, N.L (1997). Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education. Washington, DC: Council of Chief State School Officers
Wise, S. L., &DeMars, C. E. (2003). Examinee motivation in low-stakes assessment: Problems and potential solutions. Paper presented at the annual meeting of the American Association of Higher Education Assessment Conference. Retrieved from
http://www.jmu.edu/assessment/wm_library/Examinee_Motivation.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2015 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
