Game-based strategies for teaching fractions

Date of Award

2025

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Munira Amirali

Second Advisor

Ms Kiran Qasim Ali

Department

Institute for Educational Development, Karachi

Abstract

Mathematics is recognized globally as an important subject which requires conceptual understanding and a positive attitude towards the subject; however, students struggle with a negative attitude and anxiety that hinders their learning. Mathematics plays an important role in developing essential skills such as problem-solving, critical thinking and logical reasoning. Despite its importance, it is perceived as challenging for both teachers and students. Fractions among mathematical concepts are challenging for students to understand because of abstract concepts, whole number bias and traditional instruction. To address these challenges, this action research aimed to implement game-based learning (GBL) strategies as an innovative pedagogy to improve Grade 5 students’ understanding of fractions in a private school in Karachi, Pakistan. The study employed a qualitative action research methodology, focusing on the integration of non-digital educational games in the teaching and learning process to support students' understanding of fraction concepts. The data was collected in three stages: reconnaissance, intervention and post-intervention. During the reconnaissance stage, data were collected through classroom observations, semi-structured interviews and document analysis to explore the existing practices, challenges in teaching and learning fractions, and perceptions of students and teachers regarding GBL in mathematics. Based on the findings from the reconnaissance stage, the intervention was designed with strategies using card and board games to support students’ understanding of fractions beyond procedural learning. The data was collected through field notes, reflections, discussions, and students’ work. The study's findings revealed that GBL improved students’ understanding of fractions. In the post-intervention stage, the data were gathered through semi-structured interviews with the focused students and the mathematics teacher. The findings indicated a shift in views and experiences of students and the mathematics teacher regarding learning fractions through GBL. The study further recommends and highlights the integration of GBL in instructional strategies of mathematics to make learning meaningful in complex topics such as fractions.

First Page

1

Last Page

133

This document is available in the relevant AKU library.

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