Abstract: Game-based learning in mathematics

Mathematics is often viewed as an abstract body of knowledge that is disconnected from the real world, unlike other STEM disciplines. Thus, students may experience a sense of disconnection from the mathematical topics. Additionally, traditional teaching methods are criticized for their inability to engage students and for denying them the autonomy to construct their own comprehension. Due to its interactive nature, Game-Based Learning (GBL), particularly Digital Game-Based Learning (DGBL), appears to be a promising approach to learning and teaching in Mathematics Education. Digital games can foster a safe environment in which Socio-Scientific Issues (SSI) are discussed, and students may be more motivated to learn not only mathematics but also the societal issues that relate to Mathematics Education in the real world. Increasing students’ motivation to learn is another reason why teachers should implement DGBL in the classroom. Numerous digital games, for instance, require mastery of strategic and analytical thinking, problem-solving, and decision-making, all of which are valuable in the modern workforce. Students of the twenty-first century benefit greatly from digital games for this reason. In addition, computer games have unique characteristics (such as fantasy, rules/goals, sensory stimuli, challenge, mystery, and control) that can increase learning motivation and result in attitude and behavior change. In contemporary education, DGBL is an effective medium for students to learn mathematical concepts and practice mathematical skills. Using and implementing DGBL is a challenge in education, and teachers play a central role in overcoming this obstacle. In the DGBL method, teachers are designers, facilitators, or guides. Therefore, they must be assisted in acquiring the knowledge and skills necessary to assume these roles. We will introduce the Erasmus+ project GAMMA (GAMe-based learning in MAthematics) by discussing the essential aspects of DGBL: DGBL definition, learning and teaching mathematics with DGBL, designing games for teaching mathematics, and applying games to mathematics education. To maximize the benefits of technology and DGBL, the GAMMA project aims to use the time that students already spend on their electronic devices and their knowledge and experience of digital games to enhance their mathematical knowledge and skills.

Monograph, the book of  abstracts and the program of the 9th International Scientific Colloquium Mathematics and Children are available at BookAbstracts and Program.

ORGANIZING COMMITTEE

• Zdenka Kolar-Begović, PhD, Full Professor, University of Osijek, Croatia, chair
• Ružica Kolar-Šuper, PhD, Full Professor, University of Osijek, Croatia
• Emina Berbić Kolar, PhD, Full Professor, University of Osijek, Croatia
• Kristian Sabo, PhD, Full Professor, University of Osijek, Croatia
• Ana Katalenić, PhD, Assistant Professor, University of Osijek, Croatia
• Ljerka Jukić Matić, PhD, Associate Professor, University of Osijek, Croatia
• Mihaela Ribičić Penava, PhD, Full Professor, University of Osijek, Croatia
• Domagoj Ševerdija, PhD, Assistant Professor, University of Osijek, Croatia
• Diana Moslavac Bičvić, Lecturer, University of Osijek, Croatia
• Ivana Đurđević Babić, PhD, Associate Professor, University of Osijek, Croatia
• Željko Gregorović, Lecturer, University of Osijek, Croatia
• Karolina Dobi Barišić, PhD, University of Osijek, Croatia
• Ana Mirković Moguš, PhD,  Assistant Professor, University of Osijek, Croatia
• Damir Tomić, PhD, University of Osijek, Croatia
• Saša Duka, PhD Student,  University of Osijek, Croatia
  

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• Tatjana Hodnik, PhD, Full Professor, University of Ljubljana, Slovenia
• Emil Molnàr, PhD, Full Professor, Budapest University of Technology and Economics, Hungary,
• Nataša Macura, PhD, Associate Professor, Trinity University, San Antonio, USA
• Anders Hast, PhD, Associate Professor, Uppsala University, Sweden
• Edith Debrenti, PhD, Associate Professor, Partium Christian University, Romania

SCIENTIFIC COMMITTEE

• Ružica Kolar-Šuper, PhD, Full Professor, University of Osijek, Croatia, chair
• Zdenka Kolar-Begović, PhD, Full Professor, University of Osijek, Croatia
• Ana Katalenić, PhD, Assistant Professor, University of Osijek, Croatia
• Ljerka Jukić Matić, PhD, Associate Professor, University of Osijek, Croatia
• Kristian Sabo, PhD, Full Professor, University of Osijek, Croatia
• Vladimir Volenec, PhD,  Professor Emeritus, University of Zagreb, Croatia
• Željka Milin Šipuš, PhD, Full Professor, University of Zagreb, Croatia
• Aleksandra Čižmešija, PhD, Full Professor, University of Zagreb, Croatia
• Ivan Matić, PhD, Full Professor, University of Osijek, Croatia
• Nenad Šuvak, PhD, Associate Professor, University of Osijek, Croatia
• Ivana Đurđević Babić, PhD, Associate Professor, University of Osijek, Croatia
  

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• Tatjana Hodnik, PhD, Full Professor, University of Ljubljana, Slovenia
• Vida Manfreda Kolar, PhD, Full Professor, University of Ljubljana, Slovenia
• Attila Bölcskei, PhD, Full Professor,  Ybl Miklós Faculty of Óbuda University, Budapest, Hungary
• Anders Hast, PhD, Associate Professor, Uppsala University, Sweden
• Nataša Macura, PhD, Associate Professor, Trinity University, San Antonio, USA
• Ljiljanka Kvesić, PhD, Associate Professor, University of Mostar, Bosnia and Herzegovina

PROGRAMME  COMMITTEE

• Ružica Kolar-Šuper, PhD, Full Professor, University of Osijek, Croatia, chair
• Zdenka Kolar-Begović, PhD, Full Professor, University of Osijek, Croatia
• Ana Katalenić, PhD, Assistant Professor, University of Osijek, Croatia
• Željka Milin Šipuš, PhD, Full Professor, University of Zagreb, Croatia
• Emil Molnàr, PhD, Full Professor, Budapest University of Technology and Economics, Hungary
• Anders Hast, PhD, Associate Professor, Uppsala University, Sweden
• Nataša Macura, PhD, Associate Professor, Trinity University, San Antonio, USA

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