research-article

A Gender-Aware Gamified Scaffolding of Mathematics for the Middle School Level

Authors:

Sarah Roessler,

Mark AllisonAuthors Info & Claims

ICBDE '18: Proceedings of the 2018 International Conference on Big Data and Education

Pages 121 - 126

https://doi.org/10.1145/3206157.3206161

Published: 09 March 2018 Publication History

Abstract

Coined the "leaky pipeline", young women entering college enroll significantly less in STEM majors than do their male peers. Researchers have attributed these leaks in part, to gender-influenced perceived competencies (self-efficacy) and pedagogical biases that lead to inadequate preparation for the requisite advanced mathematics in a wide range of STEM core subject areas. This paper presents our work in progress of a gamified scaffolding for mathematics. With grounding in constructionist theory, this approach targets young females at the 7th grade level by providing a pedagogical augmentation of the Common Core State Standards for Mathematics (CCSSM).

References

[1]

Bunchball, I. 2010. Gamification 101: An introduction to the use of game dynamics to influence behavior. White paper, page 9.

[2]

Burger, W. F. and Shaughnessy, J. M. 1986. Characterizing the van Hiele levels of development in geometry. Journal for research in mathematics education, 17(1): 31--48.

[3]

Cleary, T. J. and Chen, P. P. 2009. Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47(5):291--314.

[4]

Cobb, P. and Jackson, K. 2011. Assessing the quality of the common core state standards for mathematics. Educational Researcher, 40(4):183--185.

[5]

Core, C. 2010. Common core state standards initiative.

[6]

Czocher, J. A. 2013. Toward a description of how engineering students think mathematically. PhD thesis, The Ohio State University.

[7]

Deterding, S. Dixon, D. Khaled, R. and Nacke, L. 2011. From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, pages 9--15. ACM.

Digital Library

[8]

Dicheva, D. Dichev, C. Agre, G. and Angelova, G. 2015. Gamification in education: a systematic mapping study. Journal of Educational Technology & Society, 18(3):75.

[9]

Dickhauser, O. and Meyer, W. 2006. Gender differences in young children's math ability attributions. Psychology Science, 48(1):3.

[10]

Dubinsky, E. and McDonald, M. A. 2001. Apos: A constructivist theory of learning in undergraduate mathematics education research. In The Teaching and Learning of Mathematics at University Level, pages 275--282. Springer.

[11]

Fiske, S. T. Dasgupta, N. and Stout, J. G. 2014. Girls and women in science, technology, engineering, and mathematics: Steming the tide and broadening participation in stem careers. Policy Insights from the Behavioral and Brain Sciences, 1(1):21--29.

[12]

Harp, L. 1993. Dollars and sense: Reformers seek to rethink school financing to make it a powerful lever of change. Education Week, March, 31:9--14.

[13]

Hmelo-Silver, C. E. Duncan, R. G. and Chinn, C. A. 2007. Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2):99--107.

[14]

Inkpen, K. Upitis, R. Klawe, M. Lawry, J. Anderson, A. Ndunda, M. Sedighian, K. Leroux, S. and Hsu, D. 1994. We have never-forgetful flowers in our garden: Girls' responses to electronic games. Journal of Computers in Mathematics and Science Teaching, 13:383--383.

Digital Library

[15]

Jarosz, B. and Mather, M. June 2017. Losing ground: Young women's well-being across generations in the United States. Population Bulletin, 72(1).

[16]

Jumaat, N. F. and Tasir, Z. 2014. Instructional scaffolding in online learning environment: A meta-analysis. In Teaching and Learning in Computing and Engineering (LaTiCE), 2014 International Conference on, pages 74--77. IEEE.

Digital Library

[17]

Ke, F. 2008. A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4):1609--1620.

Digital Library

[18]

L'Allier, J. J. 1997. Frame of reference: NetG's map to the products, their structure and core beliefs. NetG. Recuperado de http://www. netg. com/research/whitepapers/frameref. asp.

[19]

Pea, R. D. 2004. The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of the Learning Sciences, 13(3):423--451.

[20]

Perels, F. Dignath, C. and Schmitz, B. 2009. Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24(1):17--31.

[21]

Powell, S. R. Fuchs, L. S. and Fuchs, D. 2013. Reaching the mountaintop: Addressing the common core standards in mathematics for students with mathematics difficulties. Learning Disabilities Research & Practice, 28(1):38--48.

[22]

Renchler, R. S. et al. 1993. Poverty and learning.

[23]

Rieber, L. P. 1996. Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development, 44(2):43--58.

[24]

Sadler, P. M. Sonnert, G. Hazari, Z. and Tai, R. 2012. Stability and volatility of stem career interest in high school: A gender study. Science Education, 96(3):411--427.

[25]

Vygotsky, L. 1978. Interaction between learning and development. Readings on the Development of Children, 23(3):34--41.

[26]

Wigfield, A. and Eccles, J. S. 2000. Expectancy--value theory of achievement motivation. Contemporary Educational Psychology, 25(1):68--81.

[27]

Zichermann, G. and Cunningham, C. 2011. Gamification by design: Implementing game mechanics in web and mobile apps. "O'Reilly Media, Inc.".

Digital Library

Cited By

Pujiastuti ESuyitno ASugiman (2020)Using of divergent problems based on teacher scaffolding levels to grow of advanced mathematical thinking of senior high school studentsJournal of Physics: Conference Series10.1088/1742-6596/1567/2/0220931567(022093)Online publication date: 4-Jul-2020
https://doi.org/10.1088/1742-6596/1567/2/022093

Index Terms

A Gender-Aware Gamified Scaffolding of Mathematics for the Middle School Level
1. Applied computing
  1. Education
    1. Computer-managed instruction

Recommendations

Learning objects in high school mathematics classrooms: Implementation and evaluation

Learning Objects (LOs) within their new features, give new opportunities to learners and educators. LO based learning environments are mostly used within web environments, especially through distance education. This study presents an application about ...
The effects of computer-assisted instruction on middle school mathematics achievement
Multimedia Mathematics Intervention for Math-Delayed Middle School Students

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

cover image ACM Other conferences

ICBDE '18: Proceedings of the 2018 International Conference on Big Data and Education

March 2018

146 pages

ISBN:9781450363587

DOI:10.1145/3206157

Copyright © 2018 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

In-Cooperation

University of Florida: University of Florida

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 09 March 2018

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Conference

ICBDE '18

ICBDE '18: 2018 International Conference on Big Data and Education

March 9 - 11, 2018

HI, Honolulu, USA

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

1
Total Citations
View Citations
144
Total Downloads

Downloads (Last 12 months)9
Downloads (Last 6 weeks)5

Reflects downloads up to 23 Nov 2024

Other Metrics

View Author Metrics

Citations

Cited By

Pujiastuti ESuyitno ASugiman (2020)Using of divergent problems based on teacher scaffolding levels to grow of advanced mathematical thinking of senior high school studentsJournal of Physics: Conference Series10.1088/1742-6596/1567/2/0220931567(022093)Online publication date: 4-Jul-2020
https://doi.org/10.1088/1742-6596/1567/2/022093

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Media

Figures

Other

Tables

View Table of Contents