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Conceptual Gaps in Mathematics as a Research Base for a Successful Game-based Mathematics Intervention
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, Institute for Equity/Excellence in Math and Science Education/New Mexico State University, United States ; , New Mexico State University, United States

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Educational researchers at New Mexico State University found patterns of common mathematical errors and conceptual misunderstandings by students from diverse communities and schools when they analyzed 24,000 student test results on an annual state standardized test. This article describes how knowledge of conceptual gaps in mathematics in Grades 3-8, connected with designs for digital learning, was used as the basis for the development and testing of successful digitally-based mathematics learning materials.

Citation

Wiburg, K.M. & Raynor, C. (2018). Conceptual Gaps in Mathematics as a Research Base for a Successful Game-based Mathematics Intervention. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 315-325). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved March 18, 2019 from .

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