Fengfeng, K., & Grabowski, B. (2007). Gameplaying for maths learning: cooperative or not?.
British Journal of Educational Technology
(2), 249-259. doi:10.1111/j.1467-8535.2006.00593.x.
This article is about if game playing can an effect a student’s math performance and attitude. There is a
problem of low achievement in education dealing with math for many years. Some propositions toincreasing math achievement were using computer games. Past research reported that computergames were used in support of learning the basic arithmetic and problem-solving skills. In this article,there was a study done with fifth graders who were either assigned to a cooperative Teams-Games-Tournament (TGT) or with no game playing condition. A math exam with state-standards basedquestions and an inventory on attitudes toward math were used as a pre and post test. The resultsindicated after the study was that game playing was more effective than drills in promoting mathperformance and cooperative game playing was most effective in promoting positive math attitudes.
I like that this article used a pre and post test to compare their results. I feel that it is important to get atrue accurate account on whether if the game playing was effective or not. However, even though theyreported that they used an exam with state-standards based questions, I was curious to know if thestudents were able to score high on the real state test. Students can do really well after a particulartime period of learning certain material but when it comes to the end of the year and taking that state