A game-based approach to promoting adaptive rational number knowledge

Adaptive expertise is a highly sought after, but difficult to achieve, outcome of mathematics education. Many teaching methods appear support the development adaptive only in small proportion students. Game-based learning environments may be useful for supporting expertise. Therefore, we carried out quasi-experimental classroom intervention examine possibility using game-based environment promote rational number knowledge, potential indicator domain numbers. The Number Line Elaboration and Exploration relied on increasing elaboration line analogy as means students explore connections between multiple aspects knowledge. Our results show was successful promoting These provide directions examination how able