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    Being able to do maths but yet feeling kind of free: using the flagway game to learn mathematics


    Dempsey, Majella and O'Shea, Ann (2019) Being able to do maths but yet feeling kind of free: using the flagway game to learn mathematics. In: Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI 7). Dublin City University, pp. 75-82. ISBN 9781873769959

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    Abstract

    Over a two-year period in 2016 and 2017 a team led by Bob Moses worked with teachers in Ireland on a project called The Algebra Project. This paper reports on the implementation of the Flagway Game in two primary schools in Ireland as part of this initiative. Data from teacher interviews and student focus groups are analysed using the theoretical framework of Engeström’s activity theory (1987). The findings show that both the physical and mental tools developed by Moses and colleagues do function to develop mathematical thinking and improve enjoyment in learning mathematics. Challenges exist in the form of rules that mitigate against devoting the time needed for this kind of engagement and physical infrastructure to support social learning through physical activity.

    Item Type: Book Section
    Additional Information: Funding: 1 The Algebra Project in Ireland (API) study was a year-long initiative funded by SFI through the SFI Discover Call 2015 scheme and sponsored by the NCCA and the Kildare Education Centre. Additional support for the project came from the PDST and KWETB. Published under a Creative Commons Attribution 4.0 International license https://creativecommons.org/licenses/by/4.0/legalcode. Cite as: Majella Dempsey, & Ann O'Shea. (2019). BEING ABLE TO DO MATHS BUT YET FEELING KIND OF FREE: USING THE FLAGWAY GAME TO LEARN MATHEMATICS. In L. Harbison, & A. Twohill (Eds.), Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI7) (pp. 75–82). Dublin, Ireland: Zenodo. http://doi.org/10.5281/zenodo.3539073
    Keywords: flagway game; The Algebra Project; Ireland; mathematics education; mathematical literacy;
    Academic Unit: Faculty of Science and Engineering > Mathematics and Statistics
    Item ID: 14234
    Identification Number: https://doi.org/10.5281/zenodo.3539072
    Depositing User: Dr. Ann O'Shea
    Date Deposited: 23 Mar 2021 16:37
    Publisher: Dublin City University
    Refereed: Yes
    Funders: Science Foundation Ireland (SFI)
    URI:

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