John G. Harvey

The influence of technology on the teaching and learning of algebra

Abstract Of all the influences that shape mathematics education, technology stands out as the one with greatest potential for revolutionary impact. (National Research Council, 1990)

Achievement Grouping with Mathematics Concept and Skill Games

AbstractThe study examined effects of homogeneous and heterogeneous achievement grouping on mathematics learning through concept and skill games. Subjects were 164 seventh graders; half played probability concept games, and half played a fractions skill game. On the basis of scores on pretests related to game content, groups of three or four classmates of similar or different achievement were formed. These groups played the games twenty minutes, twice weekly, for four weeks. For each game-by-achievement grouping combination, posttest scores were higher than pretest scores (p < .01); there were no treatment, sex, or interaction effects. Assignment based on prior achievement to game-playing groups need not be a critical concern either for classroom or research use of games.

Game Constraints, Player Verbalizations, and Mathematics Learning

In two phases (clinical and empirical) the effects of game constraints on the quantity and quality of mathematical verbalizations during game playing and on the amount of student learning were examined. Subjects were 114 fourth- and fifth-grade students. During the clinical phase, small groups of students were videotaped while playing mathematics games. Alternating some game constraints seemed to alter both the quantity and quality of verbalizations. For selected variations of game constraints found during the clinical phase to affect verbalizations, four small pretest-posttest experiments indicated no achievement effects.