How Can the Use of Digital Games in Mathematics Education Promote Students’ Mathematical Reasoning? A Qualitative Systematic Review

Erik Ottar Jensen*, Charlotte Krog Skott

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

In this article, we conduct a qualitative systematic review of studies examining the use of digital games to promote students’ mathematical reasoning in primary and lower secondary schools. Digital games now have a prominent role in students’ leisure time, as has mathematical reasoning in curricula around the world. This study investigates how the affordances of digital game–based learning environments (DGBLEs) are used to support students’ mathematical reasoning. Through a thematic analysis, we construct five distinct themes that describe how mathematical reasoning is afforded in the DGBLEs in the reviewed studies: developing (winner) strategies, exploring an immersive environment, experimenting, designing learning games and solving tasks. By analysing the themes in relation to the reasoning and proof cycle, we found that DGBLEs primarily supported exploration, conjecturing and, to a lesser extent, justification. We conclude that students’ mathematical reasoning can be achieved through DGBLEs that specifically target exploration, conjecturing and justification, and by carefully structuring students’ interactions with and dialogues about the games played.
Translated title of the contributionHvordan kan bruges af digitale spil i matematikundervisningen fremme elevers udvikling af matematisk ræsonnement? Et kvalitativt systematisk review
Original languageEnglish
JournalDigital Experiences in Mathematics Education
Volume8
Issue number2
Pages (from-to)183-212
Number of pages30
ISSN2199-3254
DOIs
Publication statusPublished - 22 Feb 2022

Bibliographical note

This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s40751-022-00100-7

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