How online mathematics games help grade 8 mathematics learners understand Algebra

Abstract

Emergent technologies, such as online mathematics games, have rejuvenated learning mathematics and opened its boundaries to a much wider audience of learners. Integrating online mathematics games into teaching and learning has proved to be invaluable in many unexpected and exciting ways. The constructivist priorities underlying CAPS are complemented by the emphasis on independent learning facilitated by mathematics pastime. The research investigates the contribution of online mathematics games to understanding algebra in grade 8 Mathematics. This research tracks and documents the trajectory of a purposive sample of thirty grade 8 learners doing mathematics and one mathematics teacher. This research is premised on the argument that learners can better grasp algebraic concepts and learn to manipulate them imaginatively and independently by integrating new online mathematics games into standard classroom teaching of mathematics. The paradigm used in this research was an interpretive subjective contextual investigation approach (Ponelis, 2015). The research is based on the following primary question: Do online mathematics games contribute to Algebra understanding in Grade 8? and the following sub-questions (i) What understandings of Grade 8 Algebra improve through being exposed to online mathematics games? (ii) How does an online mathematics game contribute to Algebra understanding in Grade 8? Data were collected by (i) observing lessons, (ii) drawing up and administering questionnaires and (iii) conducting semi-structured interviews. Data were collected and scrutinized using socio-cultural theory, social constructivism and activity theory. Further research should be piloted on a huge scope with many schools in different areas and to revisit the curriculum to allow online mathematics games to be integrated into our classrooms at all levels and in all subjects.