Gaming the Classroom Viewing Learning Through the Lens Self Determination Theory

Background

Algebra is widely thought of as a gatekeeper to higher education (Johnson, 2010; U.S. Department of Education, 2008). The earlier that students successfully complete algebra, the greater the probability that they will engage in more challenging mathematics curricula at later points along the educational pipeline (U.S. Department of Education, 2008). Algebra differs from typical elementary mathematics courses; it moves from concrete arithmetic algorithms to more abstract and logical functions, a process that represents a dramatic shift in thinking. A specific area of algebra, learning to graph linear equations, has been found to produce significant difficulties for students (Cavanaugh, Gillian, Bosnick, & Hess, 2008). Graphically representing and interpreting concrete mathematical formulas involves more abstract reasoning than previously learned arithmetic concepts. Inattentiveness to students’ developmental readiness and insufficient conceptual and interactive approaches may compromise students’ learning. (Geist, 2010). Learning to think abstractly often requires instructional scaffolding to maintain motivation and persistence.