A Case Study of Teacher Professional Development on Game-Enhanced Statistics Learning in the Early Years of Schooling
Résumé
The research comes from a multifaceted program designed to provide in-service lower primary school teachers (Grades 1-3; ages 6-9) with the knowledge, skills, confidence, and practical experience required to effectively integrate digital games within the early mathematics curriculum. The article focuses on one of the teachers, employing a single case study approach to document the level of transfer and adoption of the acquired knowledge and skills into actual teaching practice. Findings provide some useful insights into the ways in which the program experiences influenced the teacher’s competence in selecting, evaluating, and productively utilizing digital games to enhance learning of key statistical concepts included in the mathematics curriculum.
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