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<p>Although researchers have found that digital games are beneficial for mathematics learning, definitive guidelines for the effective integration of games within instruction are still needed. Specifically lacking is “practical guidance for how (when, with whom, and under what conditions) games can be integrated into the learning process to maximize their learning potential” (Van Eck, <CitationRef CitationID="CR48">2015</CitationRef>, p. 13). To address this gap, we explored patterns of digital game use among mathematics teachers in the US. Using the <i>Digital Game Usage in the Mathematics Classroom Survey</i> (DGUMS; Denham, Harbour, &amp; Wind, <CitationRef CitationID="CR7">2022</CitationRef>), we explored profiles of mathematics teachers related to their levels of efficacy, dispositions, and available support for using digital games for teaching. Based on our analysis, three distinct clusters of mathematics teachers emerged related to their dispositions, use, efficacy, teaching practice, and level of support in the integration of digital games into mathematics classrooms. Identifying the characteristics of each cluster of teachers provides the needed profiles to support further research and the effective integration of digital games within mathematics classrooms.</p>

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Gaming the Classroom: Identifying Mathematics Teacher’s Disposition, Support, and Efficacy in Digital Game-Based Learning Integration

  • 期刊论文

  • 发表日期：

    2025年7月21日

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  • André R. Denham,
  • Stefanie A. Wind,
  • Kristin Harbour

摘要

Although researchers have found that digital games are beneficial for mathematics learning, definitive guidelines for the effective integration of games within instruction are still needed. Specifically lacking is “practical guidance for how (when, with whom, and under what conditions) games can be integrated into the learning process to maximize their learning potential” (Van Eck, 2015, p. 13). To address this gap, we explored patterns of digital game use among mathematics teachers in the US. Using the Digital Game Usage in the Mathematics Classroom Survey (DGUMS; Denham, Harbour, & Wind, 2022), we explored profiles of mathematics teachers related to their levels of efficacy, dispositions, and available support for using digital games for teaching. Based on our analysis, three distinct clusters of mathematics teachers emerged related to their dispositions, use, efficacy, teaching practice, and level of support in the integration of digital games into mathematics classrooms. Identifying the characteristics of each cluster of teachers provides the needed profiles to support further research and the effective integration of digital games within mathematics classrooms.