STUDENT ENGAGEMENT, UNDERSTANDING, AND STEM INTEREST IN A GAME BASED SUPPLEMENTAL FRACTION CURRICULUM.

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Bibliographic Details
Title:	STUDENT ENGAGEMENT, UNDERSTANDING, AND STEM INTEREST IN A GAME BASED SUPPLEMENTAL FRACTION CURRICULUM.
Authors:	Hunt, Jessica H.¹ Jhunt5@ncsu.edu, Holman, Kenneth² Kenneth.homan@ucf.edu, Taub, Michelle² Michelle.taub@ucf.edu, Duarte, Alejandra¹ Aduarte2@ncsu.edu, Marino, Matthew² Matthew.marino@ucf.edu, Bentley, Brianna¹ blbentle@ncsu.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2023, p333-340. 8p.
Subject Terms:	Educational psychology, Mathematics education, Student engagement, Curriculum, *Students with disabilities
Abstract:	We analyzed the effects of a game-based, supplemental fraction curriculum on fourth and fifth grade students' fraction knowledge, engagement, and STEM interest. Students with and without disabilities with intersecting identities (e.g., race, disability status, gender) comprised the sample. Results indicate significant differences in fraction concept knowledge as a result of the curriculum for all students, but not STEM interest. Furthermore, engagement was a significant predictor of STEM post test scores, but not fraction concept post test scores. Implications of the results in the context of previous research on game-based mathematics curriculums are shared. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	We analyzed the effects of a game-based, supplemental fraction curriculum on fourth and fifth grade students' fraction knowledge, engagement, and STEM interest. Students with and without disabilities with intersecting identities (e.g., race, disability status, gender) comprised the sample. Results indicate significant differences in fraction concept knowledge as a result of the curriculum for all students, but not STEM interest. Furthermore, engagement was a significant predictor of STEM post test scores, but not fraction concept post test scores. Implications of the results in the context of previous research on game-based mathematics curriculums are shared. [ABSTRACT FROM AUTHOR]