Investigation of the Effect of Memory Games on Reasoning Skills of Teacher Candidates

Ayşe Sardohan, Fadimana Topbaş, Kevser Nergiz & Atilla Özdemir

doi:https://doi.org/10.29329/jessm.2022.498.1

Original article | Journal of Educational Studies in Science and Mathematics 2022, Vol. 1(1) 1-17

Investigation of the Effect of Memory Games on Reasoning Skills of Teacher Candidates

Ayşe Sardohan, Fadimana Topbaş, Kevser Nergiz & Atilla Özdemir

pp. 1 - 17 | DOI: https://doi.org/10.29329/jessm.2022.498.1 | Manu. Number: MANU-2212-20-0001.R2

Published online: December 29, 2022 | Number of Views: 102 | Number of Download: 478

Save PDF

Abstract

Memory games are a type of intelligence game that require fast thinking and practical problem-solving skills and are generally referred to as games that aim to improve mental skills. Intelligence games are a whole group of games that appeal to the brain's fast thinking and decision-making characteristics. These games are found to be very useful for increasing visual and verbal development. In addition to visual or verbal memory, memory games are called games that use neurological memory, cognitive, problem-solving, and predicting abilities in an individual, mutual, or team game. Memory games are of great importance in math education. The benefits of memory games for problem-solving skills cannot be denied. According to Umay and Kaf (2005), problem-solving and math cannot be considered separately. To thoroughly learn and succeed in math is through mathematical problem-solving and thinking. This article has been prepared to help primary school math teacher candidates gain proficiency in problem-solving skills while performing moves in the games, to be able to look at strategies from a multi-dimensional perspective and to be aware of problem-solving skills they can use to win. A total of 10 different questions were applied in the form of a pre-test and a post-test, and the students filled out the problem-solving scale. The aim was to monitor the development of mathematical thinking and problem-solving skills before and after the training. When the data obtained after the game process was examined, it was observed that memory games contributed positively to the mathematical problem-solving skills of teacher candidates during the training process.

Keywords: Math Education, Mathematical Problem-Solving, Memory Games, Predicting, Processing Ability

How to Cite this Article?

APA 6th edition
Sardohan, A., Topbas, F., Nergiz, K. & Ozdemir, A. (2022). Investigation of the Effect of Memory Games on Reasoning Skills of Teacher Candidates . Journal of Educational Studies in Science and Mathematics, 1(1), 1-17. doi: 10.29329/jessm.2022.498.1

Harvard
Sardohan, A., Topbas, F., Nergiz, K. and Ozdemir, A. (2022). Investigation of the Effect of Memory Games on Reasoning Skills of Teacher Candidates . Journal of Educational Studies in Science and Mathematics, 1(1), pp. 1-17.

Chicago 16th edition
Sardohan, Ayse, Fadimana Topbas, Kevser Nergiz and Atilla Ozdemir (2022). "Investigation of the Effect of Memory Games on Reasoning Skills of Teacher Candidates ". Journal of Educational Studies in Science and Mathematics 1 (1):1-17. doi:10.29329/jessm.2022.498.1.

References

Baltacı, A. (2018). A Conceptual review of sampling methods and sample size problems in qualitative research. Journal of Bitlis Eren University Institute of Social Sciences, 7(1), 231–274. [Google Scholar]
Callaghan, M. N., Long, J. J., van Es, E. A., Reich, S. M., & Rutherford T. (2017). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. Journal of Computer Assisted Learning, 34(1), 10-19. https://doi.org/ 10.1111/jcal.12209 [Google Scholar] [Crossref]
Çankaya, S., & Karamete, A. (2008). The effects of educational computer games on students’ attitudes towards mathematics course and educational computer games. Mersin University Journal of the Faculty of Education, 4(2), 115-127. https://doi.org/10.1016/j.sbspro.2009.01.027 [Google Scholar] [Crossref]
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13–21. [Google Scholar]
Dele-Ajayi, O., Strachan, R., Pickard, A. J., & Sanderson, J. J. (2019). Games for teaching mathematics in Nigeria: What happens to pupils’ engagement and traditional classroom dynamics?. IEEE Access, 7, 53248-53261. https://doi.org/10.1109/ACCESS.2019.2912359 [Google Scholar] [Crossref]
Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics - literature review. Journal of Information and Organizational Sciences, 35(1), 15-30. https://doi.org/10.31341/jios [Google Scholar] [Crossref]
Duran, V. (2014). The investigation of the hypothetico-creative reasoning skills of the teacher trai̇nees in terms of their scientific epistemological beliefs, learning styles and their demographic characteristics [Unpublished master’s thesis]. Muğla Sıtkı Koçman University. [Google Scholar]
Gyöngyösı-Wiersum, E. (2012). Teaching and learning mathematics through games and activities. Acta Electrotechnica et Informatica, 12(3), 23–26. https://doi.org/10.2478/v10198-012-0026-2 [Google Scholar] [Crossref]
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Retrieved 07 October 1007 from http://stnet.dtie.mil/oai/ [Google Scholar]
Hussein, M. H., Ow, S. H., Elaish, M. M., & Jensen, E. O. (2022). Digital game-based learning in K-12 mathematics education: a systematic literature review. Education and Information Technologies, 27(2), 2859-2891. https://doi.org/10.1007/s10639-021-10721-x [Google Scholar] [Crossref]
Karamustafaoğlu, O., & Kaya, M. (2013). Teaching the subject of ‘reflection and mirrors’ with educational games: A case of reflective race. Journal of Inquiry Based Activities, 3(2), 41–49. Retrieved from https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/69 [Google Scholar]
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern math computer games on learners’ math achievement and math course motivation in a public high school setting. Computers & Education, 55(2), 427-443. https://doi.org/10.1016/j.compedu.2010.02.007 [Google Scholar] [Crossref]
Kebritchi, M. (2007). The effects of modern math video games on student math achievement and math course motivation [Unpublished doctoral dissertation]. University of Central Florida. [Google Scholar]
Malone, T. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333–369. [Google Scholar]
Ministery of National Education (MoNE). (2013). Ortaokul ve İmam Hatip Ortaokulu Zekâ Oyunları Dersi (5., 6., 7., 8. Sınıflar) Öğretim Programı. MoNE Publishing. [Google Scholar]
Öz, T., & Işık, A. (2017). Pre-service elementary mathematics teachers’ views on “mathematical reasoning” skills. Erzincan University Journal of Education Faculty, 19(2), 228-249. https://doi.org/10.17556/erziefd.292622 [Google Scholar] [Crossref]
Özdemir, Ş. (2011, Sept. 22-24). Using geogebra in game based learning: root numbers discovery game. 5th International Computer & Instructional Technologies Symposium, Fırat University, Elazığ, Turkey. [Google Scholar]
Özüsağlam, E . (2007). Web-based mathematics education and delivery of a sample lesson. Pamukkale University Journal of Education, 21(21), 33-43. Retrieved from https://dergipark.org.tr/en/pub/pauefd/issue/11122/133014 [Google Scholar]
Randel, J. M., Morris, B. A., Wetzel, C. D., & Whitehill, B. V. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23(3), 261–276. https://doi.org/10.1177/1046878192233001 [Google Scholar] [Crossref]
Saygı, E., & Ulusoy, Ç. A. (2019). Views of the pre-service elementary mathematics teachers about memory games and contribution of memory games to mathematics teaching. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 331-345. https://doi.org/10.17240/aibuefd.2019.19.43815-446550 [Google Scholar] [Crossref]
Sternberg, R. J. (1997). The concept of intelligence and its role in lifelong learning and success. American Psychologist, 52(10), 1030–1037. [Google Scholar]
Türkmen, G. P., & Soybaş, D. (2019). The effect of gamification method on students' achievements and attitudes towards mathematics. Bartın University Journal of Faculty of Education, 8(1), 258-298. https://doi.org/10.14686/buefad.424575 [Google Scholar] [Crossref]
Uğurel, I., & Moralı, S. (2008). The interaction of mathematics and game. Gazi University Journal of Gazi Educational Faculty, 28(3), 75-98. [Google Scholar]
Umay, A., & Kaf, Y. (2005). Matematikte kusurlu akıl yürütme üzerine bir çalışma. Hacettepe University Journal of Education, 28, 188-195. [Google Scholar]

Volume 1 Issue 1

December 2022

All Articles