Key Features and Description
One of the most important assignments I completed was the research analysis for ETEC 500. Completing this analysis stretched me as it had been a decade since I took methodology during undergrad. This assignment required me to compare the strengths and weaknesses of a mixed methods study and critique its overall design. These skills were crucial for my continued success in the program since almost every course required close examinations of research papers.
I had chosen to analyze a study on the effectiveness of epistemic games in the math classroom. |
![]() This was an area of particular interest to me because out of all the subject areas, I was admittedly very "old school" when it came to teaching math. Not only did this activity allow me to exercise my analytical skills, I also gained some valuable insights about common misconceptions on transformative game-based learning in math. Below are some key features of my analysis. In my reflection, I will discuss some takeaways and personal applications of this artifact.
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This study emphasizes the significance of purposeful design when selecting games for math learning. Students will default to guessing and other actions rather than using math reasoning unless measures are taken to discourage these behaviours. |
Based on Ke's (2019) findings, games need to prioritize mathematical reasoning as an essential strategy of gameplay. Authentic problem-solving comes from purposeful application of concepts. |