Examination of the Interactive Digital Mathematics Games According to NCTM Standards

Year 2023, , 680 - 703, 25.10.2023

Duygu Arabacı , Oben Kanbolat , Şahin Danişman

https://doi.org/10.54535/rep.1368371

Abstract

This study aimed to examine the interactive digital games that are open to access at the secondary education level on the Education Informatics Network [EIN] platform according to NCTM standards. 20 interactive mathematics games that are open to access on the EIN platform have been reached. Accessed games were analysed descriptively with a code book developed by Joung and Byun (2021) based on the NCTM Content and Process Standards. According to the results of the study, it was determined that the majority of the games are focused on the Numbers and Operations. All of the games targeted fifth and sixth graders, and no games were included for probability domain. Geometry has the highest mean scores for content standards while algebra has the lowest. Games related to geometry, measurement, and numbers exhibit a moderate degree of alignment with the underlying content domains, whereas games centered on data and algebra show a relatively weaker correspondence between the content and the contextual aspects of the game. On the other hand, as for the process standards, algebra has the highest mean scores while geometry and numbers have the lowest mean scores. Highest mean scores for process standards belong to problem solving for data, reasoning and proof for measurement, connections for data and algebra, representations and communication for algebra. Among the process standards, reasoning and proof, and communication were represented with the lowest means for all domains. Considering the results it is advisable to revise digital interactive mathematics games to meet the content and process standards.

Keywords

Educational games, Mathematics education, EIN, NCTM content and process standards

Ethical Statement

I declare that the research was conducted in accordance with the ethical standards of the institutional and national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

References

• Acquah, E. O., & Katz, H. T. (2020). Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. Computers & Education, 143, 103667. https://doi.org/10.1016/j.compedu.2019.103667
• Akkaş Dede, R. (2021). Teknoloji destekli eğitsel oyunların ilköğretim matematik öğretiminde kullanılmasına yönelik yazılan lisansüstü araştırmaların eğilimleri: 2005-2020 yılları arası Türkiye örneği [Trends of graduate research on the use of technology aid educational games in primary education mathematics teaching: Turkey case between 2005-2020] [Unpublished master's thesis]. Kocaeli University.
• Alabdulaziz, M. S., & Higgins, S. (2021). The compatibility of developed mathematics textbook content in Saudi Arabia with NCTM Standards: A critical review. International Journal of Instruction, 14(2), 461-482. https://doi.org/10.29333/iji.2021.14226a
• Alaswad, Z., & Nadolny, L. (2015). Designing for game-based learning: The effective integration of technology to support learning. Journal of Educational Technology Systems, 43(4), 389-402. https://doi.org/10.1177/0047239515588164
• Alexiou, A., & Schippers, M. C. (2018). Digital game elements, user experience and learning: A conceptual framework. Education and Information Technologies, 23, 2545-2567. https://doi.org/10.1007/s10639-018-9730-6
• Altman, D. G. (1999). Practical statistics for medical research. Chapman & Hall CRC Press.
• Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139-144. http://doi.org/10.31695/IJASRE.2018.33016
• Arabacı, D. (2021). Examination of the games developed by pre-service elemantary mathematics teachers based on the NCTM content and process standards. Technology, Innovation and Special Education Research Journal, 1(1), 43-61.
• Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Harf Yayıncılık.
• Bakker, M., den Heuvel-Panhuizen, V., Robitzsch, A., Sun, X., Kaur, B., & Novotná, J. (2015). Learning multiplicative reasoning by playing computer games. ICMI Study 23.
• Barros, C., Carvalho, A. A., & Salgueiro, A. (2020). The effect of these rious game Tempoly on learning arithmetic polynomial operations. Education and Information Technologies, 25, 1497-1509. https://doi.org/10.1007/s10639-019-09990-4
• Bofferding, L., & Hoffman, A. (2019). Children’s integer understanding and the effects of linear board games: A look at two measures. The Journal of Mathematical Behavior, 56, 100721. https://doi.org/10.1016/j.jmathb.2019.100721
• Cai, Z., Mao, P., Wang, D., He, J., Chen, X., & Fan, X. (2022). Effects of scaffolding in digital game-based learning on student’s achievement: A three-level meta-analysis. Educational Psychology Review, 34(2), 537-574. https://doi.org/10.1007/s10648-021-09655-0
• Chizary, F., & Farhangi, A. (2017). Efficiency of educational games on mathematics learning of students at second grade of primary school. Journal of History Culture and Art Research, 6(1), 232-240. https://doi.org/10.7596/taksad.v6i1.738
• Connolly, T.M., Boyle, E.A., Macarthur, E., Hainey, T., ve Boyle, J. M., (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers ve Education, 59 (2), 661-686. https://doi.org/10.1016/j.compedu.2012.03.004
• Cooper, J. L., Walkington, C. A., Williams, C. C., Akinsiku, O. A., Kalish, C. W., Ellis, A. B., & Knuth, E. J. (2011, July). Adolescent reasoning in mathematics: exploring middle school students’ strategic approaches ın empirical justifications. Paper presented at the 33rd Annual Conference of the Cognitive Science Society. Boston, MA.
• Cramer, J. (2019). Games as a means of motivating more students to participate in argumentation. In Eleventh Congress of the European Society for Research in Mathematics Education (No. 10). Freudenthal Group; Freudenthal Institute; ERME.
• Dai, C. P., Ke, F., & Pan, Y. (2022). Narrative-supported math problem solving in digital game-based learning. Educational technology research and development, 70(4), 1261-1281. https://doi.org/10.1007/s11423-022-10129-5
• Dayo, N., Asad, M. M., & Alvi, U (2021). Effects of digital game-based learning and traditional teaching approaches on students' mathematics problem-solving attitude. In Innovative education Technologies for 21st century teaching and learning (pp. 101-112). CRC Press.
• De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, media and technology, 31(4), 343-358. https://doi.org/10.1080/17439880601021967
• Deal, L. J., & Wismer, M. G. (2010). NCTM Principles and Standards for mathematically talented students. Gifted Child Today, 33(3), 55-65.
• Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game-based learning in a Shanghai primary-school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. https://doi.org/10.1111/jcal.12438
• Devlin, K. (2011). Mathematics education for a new era: Video games as a medium for learning. CRC Press.
• Ding, D., Guan, C., & Yu, Y. (2017). Game-based learning in tertiary education: A new learning experience for the generation Z. International Journal of Information and Education Technology, 7(2), 148. https://doi.org/10.18178/ijiet.2017.7.2.857
• Ding, D., Guan, C., & Yu, Y. (2017). Game-based learning in tertiary education: A new learning experience for the generation Z. International Journal of Information and Education Technology, 7(2), 148-152. https://doi.org/10.18178/ijiet.2017.7.2.857
• Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in mathematics, 75, 213-234. https://doi.org/10.1007/s10649-010-9254-5
• Dweck, C. S. (2015). Ca Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-24.
• Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & education, 49(3), 873-890. https://doi.org/10.1016/j.compedu.2005.11.026
• Gareau, S., & Guo, R. (2009). " All Work and No Play" reconsidered: The use of games to promote motivation and engagement in instruction. International Journal for the Scholarship of Teaching and Learning, 3(1), Article 12. https://doi.org/10.20429/ijsotl.2009.030112
• Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
• Gee, J. P. (2007). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33-37.
• Gözüm, A. İ. C., & Kandır, A. (2021). Digital games pre-schoolers play: Parental mediation and examination of educational content. Education and Information Technologies, 26(3), 3293-3326. https://doi.org/10.1007/s10639-020-10382-2
• Gros, B. (2007, March). The design of learning environments using videogames in formal education. In 2007 First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL'07) (pp. 19-24). IEEE.
• Gunter, W. D., & Daly, K. (2012). Causal or spurious: Using propensity score matching to detangle the relationship between violent video games and violent behavior. Computers in Human Behavior, 28(4), 1348-1355. https://doi.org/10.1016/j.chb.2012.02.020
• Günbaş, N. & Öztürk A., N. (2022). Eğitim bilişim ağı (EBA) içeriklerinde yer alan dijital matematik oyunlarının Bloom taksonomisine göre incelenmesi [Evaluation of digital mathematics games in Education Information Network (EBA) based on Bloom’s taxonomy]. e- Kafkas Eğitim Araştırmaları Dergisi, 9, 253-278. https://doi.org/10.30900/kafkasegt.1009879
• Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior, 54, 170-179. http://dx.doi.org/10.1016/j.chb.2015.07.045
• Hanifah, L. H., & Karyati, K. (2019). The relation between mathematical connection ability and mathematical reasoning ability of senior high school student. In A. Nugroho & D. Hasan (Eds), Proceeding 1st International Seminar STEMEIF (Science, Technology, Engineering and Mathematics Learning International Forum) “Strengtheing the STEM Education and Digital Skills” (pp. 310-315). UM Purwokerto Press. Retrieved from https://digitallibrary.ump.ac.id/343/
• Haskanlı, B. (2021). 8. Sınıf doğrusal denklemlerin öğretiminde EBA ile öğretimin etkisi [The effect of teaching with EBA on the teaching linear equations in 8th grade] [Unpublid master’s thesis]. Kastamonu University.
• Herger, M. (2014). Enterprise gamification: Engaging people by letting them have fun. Los Altos, CA: CreateSpace Independent Publishing Platform.
• Hwang, G. J., Chiu, L. Y., & Chen, C. H. (2015). A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25. https://doi.org/10.1016/j.compedu.2014.09.006
• Ibrahim, R., & Jaafar, A. (2009). Educational games (EG) design framework: Combination of game design, pedagogy and content modeling. Proceedings of the 2009 international conference on electrical engineering and informatics. IEEE, Malaysia. https://doi.org/10.1109/ICEEI.2009.5254771
• ISSA. (2007). Digital games may offer health benefits, Experts suggest. Retrieved from http://www.issaonline.com/ pressroom/ downloads/exertainment.pdf
• Jacobs, J. E., Hiebert, J., Givvin, K. B., Hollingsworth, H., Garnier, H., & Wearne, D. (2006). Does eighth-grade mathematics teaching in the United States align with the NCTM Standards? Results from the TIMSS 1995 and 1999 video studies. Journal for research in mathematics education, 37(1), 5-32.
• Jarrah, A. M., Almassri, H., Johnson, J. D., & Wardat, Y. (2022). Assessing the impact of digital games-based learning on students’ performance in learning fractions using (ABACUS) software application. EURASIA Journal of Mathematics, Science and Technology Education, 18(10), em2159. https://doi.org/10.29333/ejmste/12421
• Jawad, L. F. (2022). Mathematical connection skills and their relationship with productive thinking among secondary school students. Periodicals of Engineering and Natural Sciences, 10(1), 421-430. http://dx.doi.org/10.21533/pen.v10i1.2667
• Jenkins, H., Clinton, K., Purushotma, R., Robinson, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century, 66, Washington, DC: The John D. And Catherine Mac Arthur Foundation.
• Jensen, E. O., & Skott, C. K. (2022). How can the use of digital games in mathematics education promote students’ mathematical reasoning? A qualitative systematic review. Digital Experiences in Mathematics Education, 8(2), 183-212. https://doi.org/10.1007/s40751-022-00100-7
• Joung, E., & Byun, J. (2021). Content analysis of digital mathematics games based on the NCTM Content and Process Standards: An exploratory study. School Science and Mathematics, 121(3), 127-142. http://dx.doi.org/10.1111/ssm.12452
• İskender, H. (2016). Eğitim bilişim ağı’nda bulunan 7. Sınıf türkçe dersi videolarının ilköğretim türkçe dersi (6, 7, 8. Sınıflar) öğretim programıyla uyumu [Conformity of 7th grade Turkish course videos on the educational informatics network with the Turkish Curriculum (6th, 7th, and 8th grades)]. Adiyaman University Journal of Social Sciences, 1(3), 1042–1068.
• Kaput, J. J. (1987). Representation systems and mathematics. In C. Janvier (Ed.), Problems of representation in the teaching and learning of mathematics (pp. 19-26). New Jersey: Lawrence ErlbaumAssociates.
• Kaput, J. J. (1989). Linking representations in the symbol systems of algebra. In S. Wagner ve C. Kieran (Eds). Research issues in the learning and teaching of algebra (pp. 167-194). Lawrence EribaumAssociates. https://doi.org/10.4324/9781315044378
• Kärki, T., McMullen, J., & Lehtinen, E. (2022). Improving rational number knowledge using the NanoRoboMath digital game. Educational Studies in Mathematics, 110, 101-123. https://doi.org/10.1007/s10649-021-10120-6
• Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26-39. https://doi.org/10.1016/j.compedu.2013.12.010
• Kepceoğlu, İ., & Ercan, P. (2019). Ortaokul matematik dersi EBA içeriğinde yer alan uzamsal becerilerle ilgili etkinlikler hakkındaki öğretmen görüşleri [Teachers’ Views about Middle School Mathematics Content in Educational Information Network in Terms of Spatial Ability and Its Components]. Inonu University Journal of the Faculty of Education, 20(1), 191-207. https://doi.org/10.17679/inuefd.422775
• Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810. https://doi.org/10.1016/j.compedu.2008.12.004
• Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning. Futurelab Series: Report 8.
• Koç Deniz, H. (2019). Matematik dersinde oyun ve etkinlik destekli ters yüz sınıf modelinin öğrenci başarısına, problem çözme ve problem çözmeye yönelik yansıtıcı düşünme becerilerine etkisi [The effect of game and activity supported flipped classroom model on students` achievement in problem solving skill and reflective thinking skill based on problem solving in mathematics course] [Unpublished doctoral dissertation]. Fırat University.
• Kolovou, A., van den Heuvel-Panhuizen, M., & Köller, O. (2013). An intervention including an online game to improve grade 6 students' performance in early algebra. Journal for Research in Mathematics Education, 44(3), 510-549.
• Landers, R. N., & Landers, A. K. (2014). An empirical test of the theory of gamified learning: The effect of leaderboards on time-on-task and academic performance. Simulation & Gaming, 45(6), 769-785. https://doi.org/10.1177/1046878114563662
• Lee, J. Y., Pyon, C. U., & Woo, J. (2023). Digital twin for math education: A study on the utilization of games and gamification for university mathematics education. Electronics, 12(15), 3207. https://doi.org/10.3390/electronics12153207
• Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643. https://doi.org/10.1016/j.compedu.2010.02.023
• Luo, T., Hickman, C., & Muljana, P. (2022). Examining the impact of online math games on student performance and attitudes. Journal of Educational Multimedia and Hypermedia, 31(1), 17-41.
• Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5(4), 333-369.
• MEB. (2018). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi. Retrieved at 14 June 2022 from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329
• Meletiou-Mavrotheris, M., & Prodromou, T. (2016). Pre-service teacher training on game-enhanced mathematics teaching and learning. Technology, Knowledge and Learning, 21, 379-399. https://doi.org/10.1007/s10758-016-9275-y
• Midgett, C. W., & Eddins, S. K. (2001). NCTM’s principles and standards for school mathematics: Implications for administrators. Nassp Bulletin, 85(623), 35-42.
• Ministry of National Education [MoNE] (2018). Matematik Dersi Öğretim Programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar) [Mathematics Curriculum (Primary and Secondary Grades 1, 2, 3, 4, 5, 6, 7 and 8th)]. Ministry of National Education Publications.
• Moyer-Packenham, P.,Litster, K., Roxburgh, A.L., Kozlowski, J.S. & Ashby, M.J. (2019). Relationships between Mathematical Language, Representation Connections, and Learning Outcomes in Digital Games. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2201-2209). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/207953/
• National Council of Teachers of Mathematics [NCTM] (2000). Principles and standards for school mathematics. Author.
• Olson, C. K., Kutner, L. A., Warner, D. E., Almerigi, J. B., Baer, L., Nicholi II, A. M., & Beresin, E. V. (2007). Factors correlated with violent video game use by adolescent boys and girls. Journal of Adolescent Health, 41(1), 77-83. https://doi.org/10.1016/j.jadohealth.2007.01.001
• Özata, M., & Coşkuntuncel, O. (2019). Ortaokul matematik öğretmenlerinin matematik öğretiminde eğitsel matematik oyunlarının kullanımına ilişkin görüşleri [Opinions of secondary school mathematics teachers on theuse of educational math games in mathematics teaching]. Mersin University Journal of the Faculty of Education, 15(3), 662-683. https://doi.org/10.17860/mersinefd.619983
• Öztürk, T. ve Demirel, D. (2022). The analysis of the studies on proof in Turkey: A systematic review. Pamukkale University Journal of Education, 54, 32-68. https://doi.org/10.9779/pauefd.782832
• Pambudi, D. S., Budayasa, I. K., & Lukito, A. (2020). The role of mathematical connections in mathematical problem solving. Jurnal Pendidikan Matematika, 14(2), 129-144. https://doi.org/10.22342/jpm.14.2.10985.129-144
• Peterson, M. (2010). Massively multiplayer online role-playing games as arenas for second language learning. Computer assisted language learning, 23(5), 429-439. https://doi.org/10.1080/09588221.2010.520673
• Pilten, P., Pilten, G., Divrik, R., & Divrik, F. (2017). Evaluation of mathematical game design skills of pre-service classroom teachers. International Electronic Journal of Elementary Education, 10(2), 255-264. http://dx.doi.org/10.26822/iejee.2017236120
• Poçan, S., & Yaşaroğlu, C. (2017). Dikişsiz öğrenme (Seamless Learnıng) ilkeleri bağlamında EBA'nın matematik ders içeriğinin incelenmesi [Examination of the mathematics contents of EBA in the context of seamless learning principles]. Journal Of International Social Research, 10(51), 795-806. http://dx.doi.org/10.17719/jisr.2017.1816
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
• Prensky, M. (2006). Don't bother me, mom, I'm learning!: How computer and video games are preparing your kids for 21st century success and how you can help!. St. Paul, MN: Paragon house.
• Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child development, 79(2), 375-394. https://doi.org/10.1111/j.1467-8624.2007.01131.x
• Ray, B., & Coulter, G. A. (2010). Perceptions of the value of digital mini-games: Implications for middle school classrooms. Journal of Computing in Teacher Education, 26(3), 92-100. https://doi.org/10.1080/10402454.2010.10784640
• Ribeiro, M. D. C. (2019). Analog and digital games as a pedagogical tool in the teacher training context. Research in Social Sciences and Technology, 4(2), 163-173.
• Riopel, M., Nenciovici, L., Potvin, P., Chastenay, P., Charland, P., Sarrasin, J. B., & Masson, S. (2019). Impact of serious games on science learning achievement compared with more conventional instruction: An overview and a meta-analysis. Studies in Science Education, 55(2), 169-214. https://doi.org/10.1080/03057267.2019.1722420
• Samur, Y. (2016). Dijital oyun tasarımı. Pusula.
• Son, AL, Sudirman, S., & Widodo, SA (2020). Association of mathematical connections and problem-solving ability: Cross-sectional in West Timor. AKSIOMA: Journal of Mathematics Education Study Program, 9 (2), 326–337. https://doi.org/10.24127/ajpm.v9i2.2742
• Song, M., & Zhang, S. (2008). EFM: A model for educational game design. Proceedings of the International Conference on Technologies for e-Learning and Digital Entertainment. Springer.
• Spires, H. A. (2015). Digital game-based learning: What's literacy got to do with it?. Journal of Adolescent & Adult Literacy, 59(2), 125-130.
• Starkey, P. L. (2013). The effects of digital games on middle school students' mathematical achievement [Doctoral dissertation]. Lehigh University.
• Stoll, J.A. (2015). An exploratory study of preschool teachers' perceive knowledge behaviors and attitudes/beliefs regarding the National Council of Teacher of Mathematics (NCTM) process standards [Doctoral dissertation]. Kent State University.
• Sun, C. T., Chou, K. T., & Yu, H. C. (2022). Relationship between digital game experience and problem-solving performance according to a PISA framework. Computers & Education, 186, 104534. https://doi.org/10.1016/j.compedu.2022.104534
• Sykes, J. M. (2018). Digital games and language teaching and learning. Foreign Language Annals, 51(1), 219-224. https://doi.org/10.1111/flan.12325
• Tabachnick, B.G. & Fidell, L.S. (2012). Using multivariate statistics. Person Education.
• Talan, T., & Kalınkara, Y. (2020). Investigation of secondary school students' tendencies to playing digital games and computer game addiction levels: The case of Malatya province. Journal of Instructional Technologies and Teacher Education, 9(1), 1-13.
• Tangkui, R., & Keong, T. C. (2020). Enhancing pupils’ higher order thinking skills through the lens of activity theory: Is digital game-based learning effective?. International Journal of Advanced Research in Education and Society, 2(4), 1-20.
• Tarım, E. N. (2023). Matematik eğitiminde oyun: Bir meta-analiz çalışması [Game in mathematics education: A meta-analysis study] [Unpublished master’s thesis]. İstanbul Medeniyet University.
• Toh, W., & Lim, F. V. (2021). Using video games for learning: Developing a metalanguage for digital play. Games and Culture, 16(5), 583-610. https://doi.org/10.1177%2F1555412020921339
• Toumasis, C. (1997). The NCTM standards and the philosophy of mathematics. Studies in Philosophy and Education, 16(3), 317-330.
• Tuluk, G., & Akyüz, H. İ. (2019). Öğretmen ve öğretmen adaylarının eba içerik incelemesi: 5. sınıf sayılar alt öğrenme alanı doğal sayılar ünitesi [Investigation of eba contents by teacher and teacher candidates: 5th grade natural numbers unit]. Usak University Journal Of Social Sciences, 12(2), 32-47.
• Uğurel, İ., & Moralı, S. (2010). Ortaöǧreti̇m matemati̇k dersleri̇nde oyunlarin kullanilabi̇li̇rli̇ǧi̇ [Usability of games in high school mathematics lessons]. Journal of National Education, 40(185), 328-352.
• Umay, A., Duatepe-Paksu, A., & Akkuş, O. (2006). İlköğretim 1.-5. sınıf matematik yeni öğretim programının NCTM prensip ve standartlarına göre incelenmesi [An investigation of 1.-5. Grades Mathematics Curriculum by considering NCTM Principles and Standards]. Hacettepe University Journal of Education, 31, 198-211.
• Umbara, U., Susilana, R., & Puadi, E. F. W. (2021). Algebra dominoes game: Re-designing mathematics learning during the COVID-19 pandemic. International Journal of Instruction, 14(4), 483-502. https://doi.org/10.29333/iji.2021.14429a
• Üce, Ş. (2019). İlkokullarda görev yapan öğretmenlerin kişiler arası öz-yeterlikleri ile araç gereç kullanımına yönelik tutumlarının incelenmesi [Investigation of teachers' self-efficacy and attitudes towards the use of tools in elementary school] [Unpublised master’s thesis]. Marmara University.
• Ülker, Ü., & Bülbül, H. İ. (2018). Dijital oyunların eğitim seviyelerine göre kullanılma durumları [The usage status of digital games according to educational levels]. Tübav Bilim Dergisi, 11(2) , 1-10.
• Van Eck, R. (2015). Digital game-based learning: Still restless, after all these years. EDUCAUSE Review, 50(6), 13-28.
• Vergnaud, G. (1987). Conclusion. In C. Janvier, (Ed.). Problems of representations in the teaching and learning of mathematics (pp. 227-232). New Jersey: Lawrence Erlbaum, Hillsdale.
• Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243.
• Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innovations in Education and Teaching International, 47(1), 39-52. https://doi.org/10.1080/14703290903525838
• White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude and achievement in elementary mathematics. Networks: An Online Journal for Teacher Research, 21(1), 1-17. https://doi.org/10.4148/2470-6353.1259
• Yin, R. K. (2016). Qualitative research from start to finish. The Guilford Press.
• Yüksel, H. (2019). Türkçe dersinde kullanılan eğitsel dijital oyunların ders başarısı ve motivasyona etkisi [The effect of educational digital games used in Turkish course on course success and motivation] [Unpublished master’s thesis]. Zonguldak Bülent Ecevit University.
• Yong, S. T., Gates, P., & Harrison, I. (2016). Digital games and learning mathematics: Student, teacher and parent perspectives. International Journal of Serious Games, 3(4), 55-68. http://dx.doi.org/10.17083/ijsg.v3i4.112
• Zeybek, Z., Üstün, A., & Birol, A. (2018). The place of mathematical proofs in the middle grade mathematics textbooks. İlkogretim Online, 17(3), 1317-1335. https://doi.org/10.17051/ilkonline.2018.466349