Basically, this article proposes the use of a model of multimedia mathematics learning environments, focusing on the dynamics between challenge and learning which aims at helping the children to learn mathematics in a fun and enjoyable way. Thus, electronic games has been found out to have the ability to offer the children with a feeling of control, making them curious, providing them with both intrinsic and extrinsic fantasies as well as challenging them.
Despite the advantages of using games in teaching mathematics, one heavy challenge is to produce “a sustainable, intrinsically motivating activity” by keeping the ratio between "a person’s capabilities and encountered challenge within a range which results in neither boredom and lack of fun nor worry and anxiety”. In this article it states that, “when the challenge is greater than one’s capabilities, one experiences worry and frustration; when one’s skill is greater than the challenge, one experiences boredom.” Yet, this is true and it does happen among the children. If the challenge in the game they play is greater than his ability, children will be more likely to be de-motivated and at last refuse to learn Mathematics anymore. Children are vulnerable to the feeling of failure. Hence it is crucial to adjust the challenge level just a step beyond their current level of competence. As proposed by Krashen in his Input hypothesis “If an acquirer is at stage or level i, the input she or he understands should contain i+1” (Spada, 2006) In this case, the challenge should neither be so far beyond their level of ability, let say i+2, or i+3, nor so near to their level of competence that is not challenging at all, i+0. One should acknowledge and understand the importance of the challenge as a stimulus for the children to make progress. Thus, by taking into consideration this hypothesis proposed by Krashen, it might give some insights on how to overcome the problem mentioned.
Other than that, this article also highlights the role of reflective learning to help the children learn the concepts of mathematics in a more meaningful way. We believe mistakes are the greatest teacher of all. Making mistakes are the signs of learning and thus, it is essential for teachers to allow the children to make mistakes in learning process. As they are making mistakes they are actively building understanding of the new knowledge that they are learning and at the same time reflecting possible solutions or alternatives on how to improve their learning.
Two modules have been presented namely “the game module” which is intended to provide a motivating environment for children to indulge in mathematical activity, and a context in which children “experience the enjoyment of goal-directed action” and “the instructional module” which is intended to allow children to increase their mathematical knowledge. Instructional module has been made as an on-demand module due to the fact that “most children do not like to learn mathematics unless it satisfies a need." Hence, “in order to satisfy the need of accomplishing the goals of the game, children have to meet the challenges presented to them. To meet these challenges they have to learn the mathematical concepts that are embedded in the game activity.” Thus, it is designed in such a way to be “closely linked to the goals of the game and allow children to construct the knowledge required to move through the game.”
Therefore to implement the model, a computer-based mathematics learning environment called Super Tangrams has been presented which “aimed at helping middle-school children learn two-dimensional transformation geometry. It is designed to take children from no knowledge of transformations to a fairly sophisticated understanding of the subject for this age group.” The result from the application of this model is positive as children manage to learn Mathematics in a very enjoyable way.
As a conclusion, we believe that, a challenge-driven learning through the use of children’s multimedia mathematics learning environments is crucial to heighten the process of learning.
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