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

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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]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Conference
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  Data: STUDENT ENGAGEMENT, UNDERSTANDING, AND STEM INTEREST IN A GAME BASED SUPPLEMENTAL FRACTION CURRICULUM.
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  Data: <searchLink fieldCode="AR" term="%22Hunt%2C+Jessica+H%2E%22">Hunt, Jessica H.</searchLink><relatesTo>1</relatesTo><i> Jhunt5@ncsu.edu</i><br /><searchLink fieldCode="AR" term="%22Holman%2C+Kenneth%22">Holman, Kenneth</searchLink><relatesTo>2</relatesTo><i> Kenneth.homan@ucf.edu</i><br /><searchLink fieldCode="AR" term="%22Taub%2C+Michelle%22">Taub, Michelle</searchLink><relatesTo>2</relatesTo><i> Michelle.taub@ucf.edu</i><br /><searchLink fieldCode="AR" term="%22Duarte%2C+Alejandra%22">Duarte, Alejandra</searchLink><relatesTo>1</relatesTo><i> Aduarte2@ncsu.edu</i><br /><searchLink fieldCode="AR" term="%22Marino%2C+Matthew%22">Marino, Matthew</searchLink><relatesTo>2</relatesTo><i> Matthew.marino@ucf.edu</i><br /><searchLink fieldCode="AR" term="%22Bentley%2C+Brianna%22">Bentley, Brianna</searchLink><relatesTo>1</relatesTo><i> blbentle@ncsu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2023, p333-340. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink>
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  Data: 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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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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              Text: 2023
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