How Is educational gamification represented in school curriculum? An investigation of Chinese secondary mathematics Ttextbooks
How Is educational gamification represented in school curriculum? An investigation of Chinese secondary mathematics Ttextbooks
Textbooks, as potentially implemented curriculum, play an important role in school education. Earlier studies in mathematics education revealed that teaching using mathematics games had a positive effect on students’ learning. However, how mathematics games are presented in mathematics textbooks has rarely been systematically examined. In this study, we aimed to investigate how mathematics games are presented in school mathematics textbooks in China. We selected three series of Chinese secondary mathematics textbooks (Grades 7–9) and identified 112 mathematics games in total; then, we coded and analyzed the games according to an analysis framework we established for the study. The results showed that, across the three series of textbooks, the distribution of games was inconsistent and, within the same series of textbooks, it was irregular across the different grade levels; in terms of locations and cognitive objectives, most games were presented as exercise questions and the main purpose was to improve students’ problem solving ability. Moreover, most of the games were single player games and there were slightly more competitive games than non-competitive games. The implications of the findings for the design and research of mathematics games in mathematics textbooks are discussed at the end of the study.
Chinese mathematics education, educational gamification, mathematics game, mathematics textbook, textbook analysis
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Li, Lingzhu
a50b7fff-1f57-4c75-a36f-aacc85f04154
Chen, Qiuyu
8af335bc-c459-4f34-91de-2483fa91accd
Li, Na
f816fc15-5c6a-4c4c-82ed-c0dd1f5ae0a8
20 February 2023
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Li, Lingzhu
a50b7fff-1f57-4c75-a36f-aacc85f04154
Chen, Qiuyu
8af335bc-c459-4f34-91de-2483fa91accd
Li, Na
f816fc15-5c6a-4c4c-82ed-c0dd1f5ae0a8
Fan, Lianghuo, Li, Lingzhu, Chen, Qiuyu and Li, Na
(2023)
How Is educational gamification represented in school curriculum? An investigation of Chinese secondary mathematics Ttextbooks.
Sustainability (Switzerland), 15 (4), [3830].
(doi:10.3390/su15043830).
Abstract
Textbooks, as potentially implemented curriculum, play an important role in school education. Earlier studies in mathematics education revealed that teaching using mathematics games had a positive effect on students’ learning. However, how mathematics games are presented in mathematics textbooks has rarely been systematically examined. In this study, we aimed to investigate how mathematics games are presented in school mathematics textbooks in China. We selected three series of Chinese secondary mathematics textbooks (Grades 7–9) and identified 112 mathematics games in total; then, we coded and analyzed the games according to an analysis framework we established for the study. The results showed that, across the three series of textbooks, the distribution of games was inconsistent and, within the same series of textbooks, it was irregular across the different grade levels; in terms of locations and cognitive objectives, most games were presented as exercise questions and the main purpose was to improve students’ problem solving ability. Moreover, most of the games were single player games and there were slightly more competitive games than non-competitive games. The implications of the findings for the design and research of mathematics games in mathematics textbooks are discussed at the end of the study.
Text
sustainability-15-03830
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More information
Accepted/In Press date: 13 February 2023
Published date: 20 February 2023
Additional Information:
Funding Information:
This research was jointly funded by EAST CHINA NORMAL UNIVERSITY, from its “Happy Flowers” Strategic Research Fund (Grant number: 2019ECNU-XF2H004) and EZSMP project (Grant number: 15500-412321-21519), and the Science and Technology Commission of Shanghai Municipality (Grant number: 22DZ2229014).
Publisher Copyright:
© 2023 by the authors.
Keywords:
Chinese mathematics education, educational gamification, mathematics game, mathematics textbook, textbook analysis
Identifiers
Local EPrints ID: 476743
URI: http://eprints.soton.ac.uk/id/eprint/476743
ISSN: 2071-1050
PURE UUID: adc562c0-54dd-4ace-a966-227e17ba650d
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Date deposited: 12 May 2023 17:01
Last modified: 17 Mar 2024 13:19
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Author:
Lingzhu Li
Author:
Qiuyu Chen
Author:
Na Li
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