The Application of Enhanced Damath in Learning Operations on Integers and Developing Strategic Thinking
Main Article Content
Abstract
This study examined the effect of using enhanced Damath on learning integer operations and developing strategic thinking. Enhanced Damath is an educational board game which is a Philippine traditional Damath game with a dice modifier. Damath has been used in Philippine schools mainly to improve students’ mathematical competency in computing. This research aimed to expand the application of Damath to improve strategic thinking which naturally develops in game playing. A randomized pretest-posttest control group experimental research design with matched subjects was used to gather empirical evidence. The respondents for the experimental group were randomly chosen high school students. The respondents for the control group were randomly chosen matched pairs of the subjects in the experimental group determined based on the school enrolled, grade level, academic performance, sex, and age. Results revealed that playing enhanced Damath significantly improves students’ level of knowledge in integers involving single and multiple operations. The game also significantly contributes to the development of students’ strategic thinking. Students affirmed the positive effect of enhanced Damath in terms of improved performance and a fun way to learn mathematical skills.
Metrics
Article Details

This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abramovich, S. (2010). Topics in mathematics for elementary teachers: A technology enhanced experiential approach. Emerald Publishing
Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16, 131-150. https://doi.org/10.1007/s10984-012-9122-6 DOI: https://doi.org/10.1007/s10984-012-9122-6
Beserra, V., Nussbaum, M., Zeni, R., Rodriguez, W., & Wurman, G. (2014). Practising arithmetic using educational video games with an interpersonal computer. Educational Technology& Society, 17(3), 343-358. https://www.jstor.org/stable/jeductechsoci.17.3.343
Bofferding, L., & Hoffman, A. (2019). Children’s integer understanding and the effects of linear board games: A look at two measures. The Journal of Mathematics Behavior, 56, 100721. https://doi.org/10.1016/j.jmathb.2019.100721 DOI: https://doi.org/10.1016/j.jmathb.2019.100721
Bottino, R. M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers and Education, 49(4), 1272-1286. https://doi.org/10.1016/j.compedu.2006.02.003 DOI: https://doi.org/10.1016/j.compedu.2006.02.003
Brown, J. S., Collins, A., & Duguid, P. (1988). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://www.johnseelybrown.com/Situated%20Cognition%20and%20the%20culture%20of%20learning.pdf DOI: https://doi.org/10.3102/0013189X018001032
Chen, J. Q., & McNamee, G. D. (2011). Positive approaches to learning in the context of preschool classroom activities. Early Childhood Education Journal, 39, 71-78. https://doi.org/10.1007/s10643-010-0441-x DOI: https://doi.org/10.1007/s10643-010-0441-x
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S., (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122. https://doi.org/10.3102/0034654315582065 DOI: https://doi.org/10.3102/0034654315582065
Cohrssen, C., & Niklas, F. (2019). Using mathematics games in preschool settings to support the development of children’s numeracy skills. International Journal of Early Years Education, 27(3), 322-339. https://doi.org/10.1080/09669760.2019.1629882 DOI: https://doi.org/10.1080/09669760.2019.1629882
Devlin, K. (2011). Mathematics education for a new era: Video games as a medium for learning. Boca Raton, FL: CRC Press. https://doi.org/10.1201/b10816 DOI: https://doi.org/10.1201/b10816
Gee, J. P. (2004). Learning by design: Games as learning machines. Interactive educational multimedia, 8, 15-23. https://www.raco.cat/index.php/IEM/article/view/204239/272773
Lamb, R., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations. Computers in Human Behavior, 80, 158-167. https://doi.org/10.1016/j.chb.2017.10.040 DOI: https://doi.org/10.1016/j.chb.2017.10.040
Lindenskov, L., & Lindhardt, B. (2020). Exploring approaches for inclusive mathematics teaching in Danish public schools. Mathematics Education Research Journal, 32, 57-75. https://doi.orh/10.1007/s13394-019-00303-z DOI: https://doi.org/10.1007/s13394-019-00303-z
Makonye, J. P., & Fakude, J. (2016). A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8. SAGE Open, 6(4). https://doi.org/10.1177/2158244016671375 DOI: https://doi.org/10.1177/2158244016671375
Marcus, A., Perry, B., Dockett, S., & MacDonald, A. (2016). Children noticing their own and others’ mathematics in play. In B. White, M. Chinnappan, and S. Trenholm (Eds.), Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australia) (pp.439-446). Adelaide: MERGA. https://files.eric.ed.gov/fulltext/ED572326.pdf
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533 DOI: https://doi.org/10.1080/00461520.2015.1122533
Red, A. D. (2013). Effectiveness of Using Damath in Teaching Integers [Unpublished undergraduate thesis]. Lopez, Quezon.
Sen, G. L., Tengah, K. A., Shahrill, M., & Leong, E. (2017). Teaching and learning of integers using hands-on versus virtual manipulatives. Proceeding of the 3rd International Conference on Education, 3, 174-185. https://doi.org/10.17501/icedu.2017.3119 DOI: https://doi.org/10.17501/icedu.2017.3119
Squire, K., & Barab, S. (2004). Replaying history: Engaging urban underserved students in learning world history through computer simulation games. In Embracing Diversity in the Learning Sciences. Routledge
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2009). Elementary and Middle School Mathematics: Teaching Developmentally (7th ed.). Boston, MA: Allyn& Bacon/Merill.
Verzosa, D., Tulao-Fernando, M. T., Vistro-Yu, C. (2017). Congruence Between Context and Opportunities for Professional Development of Mathematics Teachers in the Philippines. In B. Kaur, O. Kwon, Y. Leong, Y. (eds), Professional Development of Mathematics Teachers. Mathematics Education – An Asian Perspective. Springer. https://doi.org/10.1007/978-981-10-2598-3_7 DOI: https://doi.org/10.1007/978-981-10-2598-3_7
Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet psychology, 5(3), 6-18. https://doi.org/10.2753/RPO1061-040505036 DOI: https://doi.org/10.2753/RPO1061-040505036
Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van-der Spek, E. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249-265. https://doi.org/10.1037/a0031311 DOI: https://doi.org/10.1037/a0031311
Yusoff, S. H., Tan, W. H., & Muhammad Zaffwan, I. (2014). Digital game-based learning for remedial mathematics students: A new teaching and learning approach in Malaysia. In Proceedings of the Serious Games Conference 2014 – Bridging Communities, Harnessing Technologies and Enriching Lives. https://doi.org/10.3850/978-981-09-0463-0_011 DOI: https://doi.org/10.3850/978-981-09-0463-0_011