Dissertation Planning
Link to Theoretical FrameworkDesign-Based Research
Notes
Bannan-Ritland, B. (2003). The Role of Design in Research: The Integrative Learning Design Framework. Educational Researcher. 32(1), 21-24.
Cobb, P., & Steffe, L. P. (1983). The constructivist researcher as teacher and model builder. Journal for Research in Mathematics Education, 14(2), 83-94.
Hoadley, C. (2004). Methodological Alignment in Design-Based Research. Educational Psychologist. 39(4), 203-212.
Kelly, A. E. (2003). Research as design. Educational Researcher, 32(1), 3-5.
Lesh, R., & Sriraman, B. (2005). Mathematics Education as a Design Science. ZDM. 37 (6), 490 - 505.
Madden, S. R. (2010). Designing mathematical learning environments for teachers. Mathematics Teacher, 104, 274-282.
Roschelle, J., & Jackiw, N. (1997). Technology Design as Educational Research: Interweaving Imagination, Inquiry, and Impact. In A. Kelly & R. Lesh, (Eds.) Research Design in Mathematics & Science Education. Amsterdam: Kleuwer.
Sarama, J., & Clements, D. H. (2008). Linking research and software development. In Cases and Perspectives: Research on Technology and the Teaching and Learning of Mathematics. (pp. 113-130). Reston: NCTM.
Steffe, L., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R. Lesh and A. E. Kelly (Eds.), Research design in mathematics and science education (pp. 267-307). Hillsdale, NJ: Earlbaum.
Underwood, J.S., Hoadley, C., Stohl Lee, H., Hollebrands, K., DiGiano, C., & Renninger, K.A. (2005). IDEA: Identifying Design Principles in Educational Applets. Educational Technology Research & Development. 53(2), 99-112.
Tang, S. & Hanneghan, M. (2011). State-of-the-Art Model Driven Game Development: A Survey of Technological Solutions for Game-Based Learning. Journal of Interactive Learning Research, 22, 551-605. Chesapeake, VA: AACE.
Digital Educational Media and Games
Barab, S. A., Gresalfi, M., & INgram-Goble, A. (2010). Transformational Play: Using Games to Position Person, Content, and Context. Educational Researcher . 39: 525 - 536.
Ball, L., & Stacey, K. (2005). Teaching strategies for developing judicious use. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 3-16). Reston, NCTM.
Baya’a, N., & Daher, W. (2009). Learning mathematics in an authentic mobile environment: the Perceptions of Students. International Journal of Interactive Mobile Technologies, 3, 6–14.
Blume, G. W., & Heid, M. K. (2008). The role of research and theory in the integration of technology in mathematics teaching and learning. In Cases and Perspectives: Research on Technology and the Teaching and Learning of Mathematics. (pp. 449-464). Reston: NCTM.
Borba, M. C. & Virrarreal, M. E. (2005). Humans-with-media and the reorganization of mathematical thinking: Information and communication technologies, modeling, experimentation, and visualization. New York: Springer.
Chen, J. & Kinshuk (2005). Mobile technology in educational services. Journal of Educational Multimedia and Hypermedia, 14(1), 91-109.
Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that? Investigations of children’s usage and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Clements, D. H. (2000). From exercises and tasks to problems and projects: Unique contributions of computers to innovative mathematics education. Journal of Mathematical Behavior 19, 9-47.
Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology. 26 (1), 85 - 104.
Dick, T. P. (2008). Keeping the faith: Fidelity in technological tools for mathematics education. In Cases and Perspectives: Research on Technology and the Teaching and Learning of Mathematics. (pp. 333-339). Reston: NCTM.
Dondlinger, M.J. (2007). Educational Video Game Design: A Review of the Literature. Journal of Applied Educational Technology. 4(1): 21-31.
Eliens, A. & Ruttkay, Z. (2009). Math games: An alternative approach to teaching math. Proc. Game-on. Amsterdam: Jacobien Carstens.
Fey, J., Hollenbeck, R., & Wray, J. (2010). Technology and the mathematics curriculum. In National Council of Teachers of Mathematics, Seventy-second yearbook: Mathematics curriculum: Issues, trends, and future directions. (pp. 41-50). Reston, NCTM.
Klopfer, E., et al. (2009). Using the technology of today in the classroom today: The instructional power of digital games, social networking, simulations, and how teachers can leverage them. MIT: The education arcade.
Gros, B. (2007). Digital games in education: the design of games-based learning environments. Journal of Research on Technology in Education, 40, 23-38.
Heid, M. K. (2005). Technology in mathematics education: Tapping into visions of the future. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 345-366). Reston, NCTM.
Hong, J.C., Cheng, C. L., Hwang, M. Y., Lee, C. K., and Chang, H. Y. (2009). Assessing the educational value of digital games. Journal of Computer Assisted Learning, 25, 423-437.
Hoyles, C., Noss, R., and Kent, P. (2004). On the integration of digital technologies into mathematics classrooms. International Journal of Computers for Mathematical Learning, 9, 309-326.
Lee, J. J. & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15.
Lieberman, D.A., Bates, C.H., & So, J. (2009). Young children’s learning with digital media. Computers in the schools, 26: 271-281.
Moyer, P., Niezgoda, D., & Stanley, J. (2005). Young children’s use of virtual manipulatives and other forms of mathematical representations. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 17-34). Reston, NCTM.
Moreno-Amella, L., Hegedus, S. J., & Kaput, J. J. (2008). From static to dynamic mathematics: historical and representational perspectives. Educational Studies in Mathematics. 68: 99-111.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
Ng, F., Zheng, H., & Plass, J. (2009). Research on the educational impact of games. New York: Institute for Games for Learning.
Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the Lives of 8- to 18-Year-Olds. Kaiser Family Foundation.
Ruthven, K., & Hennessy, S. (2002). A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning. Educational Studies in Mathematics, 49, 47-88.
Schute, V. J., Masduki, I., Donmez, O., Kim, Y. J., Dennen, V. P., Jeong, A. C., et al. (2010). Modeling, assessing, and supporting key competencies within game environments. In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 281-309). New York: Springer-Verlag.
Soucie, T., Radovic, N., & Svedrec, R. (2010). Making technology work. Mathematics Teaching in the Middle School, 15, 467-471.
Squire, K. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher. 35: 19-29.
Squire, K. & Jenkins, H. (2003). Harnessing the power of games in education. Insight, 3.
Stohl, H. (2003). Preparing to teach mathematics with technology: Research implications for a learning trajectory. Society for Information Technology and Teacher Education International Conference 2003(1), 2961-2968.
Suh, J. (2010). Tech-knowledgy & diverse learners. Mathematics Teaching in the Middle School, 15, 440-447.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81, 4-28.
Williamson, B. (2009). Computer games, schools, and young people. Bristol: Futurelab.
Wu, W & Y. J., Chen, C., Kao, H., Lin, C., & Huang, S. (2012) Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59, 817-827.
Problem Solving, Processes, and Proficiencies in Mathematics
Bransford, J. (Ed.). (2000). How people learn: Brain, mind, experience and school.
Cobb, P., Boufi, A., McClain, K., & Whitenack, J. (1997). Reflective discourse and collective reflection. Journal for Research in Mathematics Education, 28(3), 258-277.
Fonkert, K. L. (2010). Student interactions in technology-rich classrooms. Mathematics Teacher, 104, 303-307.
Goldenberg, E.P., Shteingold, N., & Feurzeig, N. (2003). Mathematical habits of mind for young children. In F.K. Lester & R.I. Charles (Eds.). Teaching mathematics through problem solving: Prekindergarten – Grade 6 (pp. 15-29). Reston, VA: National Council of Teachers of Mathematics.
Hollebrands, K. F., & Stohl, H. (2004). The interplay between technology design and students' control of problem solving. In D. McDougall (Ed.), Proceedings of the Twenty-Sixth Annual Meeting of the Psychology of Mathematics Education - North American Chapter (vol. 3, 1481-1487). Toronto.
Kieren, T. (1994). Play and mathematical understanding. Journal of Research in Childhood Education, 8(2), 132-141.
Kim, B., Park, H. & Baek, Y. (2009). Not just fun, but serious strategies: using meta-cognitive strategies in game-based learning. Computers & Education, 52, 4, 800–810.
Knuth, E. J., & Hartman, C. E. (2005). Using technology to foster students’ mathematical understandings and intuitions. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 151-164). Reston, NCTM.
Lesh, R. & English, L. (2005). Trends in the evolution ofthe models-modelling perspective on mathematical learning and problem solving. International Reviews on Mathematical Education, 37(6), 487-489.
Lester, F. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for Research in Mathematics Education, 25, 660-675.
Lester, F. K., & Kehle, P. E. (2003). From problem solving to modeling: The evolution of thinking about research on complex mathematical activity. In R. Lesh & Doerr, H. (Eds.) Beyond constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching (pp. 501-518). Mahwah, NJ: Erlbaum.
Levasseur, K., & Cuoco, A. (2003). Mathematical habits of mind. In H.L. Schoen (Ed.), Teaching mathematics through problem solving. Reston, VA: National Council of Teachers of Mathematics.
Maor, D. (2003, July 1). The Teacher's Role in Developing Interaction and Reflection in an Online Learning Community. Educational Media International, 40, 127-37.
McGraw, R., & Grant, M. (2005). Investigating mathematics with technology: Lesson structures that encourage a range of methods and solutions. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 303-318). Reston, NCTM.
Medbery, J. (n. d.). Reinventing education to teach creativity and entrepreneurship. New York, NY: Co.Exist.
Polya, G. (1957). How to solve it (2nd ed.). Princeton, NJ: Princeton University Press.
Sakshaug, L., Olson, M. & J. (2002). Children are mathematical problem solvers. Reston, VA: National Council of Teachers of Mathematics.
Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
Schwartz, D. L. , Chase, C., Chin, D. B., Opezzo, M., Kwong, H., Okita, S., et al. (2009). Interactive metacognition: Monitoring and regulating a teachable agent. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 340-359). London and New York: Routledge.
Silver, E. A. (Ed.) (1985). Teaching and learning mathematical problem solving: Multiple research perspectives. Hillsdale, NJ: Erlbaum.
Steffe, L.P., & Olive, J. (2002). Design and use of computer tools for interactive mathematical activity (TIMA). Journal of Educational Computing Research, 27, 55-76.
Wang, L. C. & Chen, M. P. (2010). The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innovations in Education and Teaching International, 47, 39–52.
Zucker, A. (2011). Transforming schools: Is it rocket science? On Cue.
Notes
Bannan-Ritland, B. (2003). The Role of Design in Research: The Integrative Learning Design Framework. Educational Researcher. 32(1), 21-24.
Cobb, P., & Steffe, L. P. (1983). The constructivist researcher as teacher and model builder. Journal for Research in Mathematics Education, 14(2), 83-94.
Hoadley, C. (2004). Methodological Alignment in Design-Based Research. Educational Psychologist. 39(4), 203-212.
Kelly, A. E. (2003). Research as design. Educational Researcher, 32(1), 3-5.
Lesh, R., & Sriraman, B. (2005). Mathematics Education as a Design Science. ZDM. 37 (6), 490 - 505.
Madden, S. R. (2010). Designing mathematical learning environments for teachers. Mathematics Teacher, 104, 274-282.
Roschelle, J., & Jackiw, N. (1997). Technology Design as Educational Research: Interweaving Imagination, Inquiry, and Impact. In A. Kelly & R. Lesh, (Eds.) Research Design in Mathematics & Science Education. Amsterdam: Kleuwer.
Sarama, J., & Clements, D. H. (2008). Linking research and software development. In Cases and Perspectives: Research on Technology and the Teaching and Learning of Mathematics. (pp. 113-130). Reston: NCTM.
Steffe, L., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R. Lesh and A. E. Kelly (Eds.), Research design in mathematics and science education (pp. 267-307). Hillsdale, NJ: Earlbaum.
Underwood, J.S., Hoadley, C., Stohl Lee, H., Hollebrands, K., DiGiano, C., & Renninger, K.A. (2005). IDEA: Identifying Design Principles in Educational Applets. Educational Technology Research & Development. 53(2), 99-112.
Tang, S. & Hanneghan, M. (2011). State-of-the-Art Model Driven Game Development: A Survey of Technological Solutions for Game-Based Learning. Journal of Interactive Learning Research, 22, 551-605. Chesapeake, VA: AACE.
Digital Educational Media and Games
Barab, S. A., Gresalfi, M., & INgram-Goble, A. (2010). Transformational Play: Using Games to Position Person, Content, and Context. Educational Researcher . 39: 525 - 536.
Ball, L., & Stacey, K. (2005). Teaching strategies for developing judicious use. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 3-16). Reston, NCTM.
Baya’a, N., & Daher, W. (2009). Learning mathematics in an authentic mobile environment: the Perceptions of Students. International Journal of Interactive Mobile Technologies, 3, 6–14.
Blume, G. W., & Heid, M. K. (2008). The role of research and theory in the integration of technology in mathematics teaching and learning. In Cases and Perspectives: Research on Technology and the Teaching and Learning of Mathematics. (pp. 449-464). Reston: NCTM.
Borba, M. C. & Virrarreal, M. E. (2005). Humans-with-media and the reorganization of mathematical thinking: Information and communication technologies, modeling, experimentation, and visualization. New York: Springer.
Chen, J. & Kinshuk (2005). Mobile technology in educational services. Journal of Educational Multimedia and Hypermedia, 14(1), 91-109.
Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that? Investigations of children’s usage and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Clements, D. H. (2000). From exercises and tasks to problems and projects: Unique contributions of computers to innovative mathematics education. Journal of Mathematical Behavior 19, 9-47.
Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology. 26 (1), 85 - 104.
Dick, T. P. (2008). Keeping the faith: Fidelity in technological tools for mathematics education. In Cases and Perspectives: Research on Technology and the Teaching and Learning of Mathematics. (pp. 333-339). Reston: NCTM.
Dondlinger, M.J. (2007). Educational Video Game Design: A Review of the Literature. Journal of Applied Educational Technology. 4(1): 21-31.
Eliens, A. & Ruttkay, Z. (2009). Math games: An alternative approach to teaching math. Proc. Game-on. Amsterdam: Jacobien Carstens.
Fey, J., Hollenbeck, R., & Wray, J. (2010). Technology and the mathematics curriculum. In National Council of Teachers of Mathematics, Seventy-second yearbook: Mathematics curriculum: Issues, trends, and future directions. (pp. 41-50). Reston, NCTM.
Klopfer, E., et al. (2009). Using the technology of today in the classroom today: The instructional power of digital games, social networking, simulations, and how teachers can leverage them. MIT: The education arcade.
Gros, B. (2007). Digital games in education: the design of games-based learning environments. Journal of Research on Technology in Education, 40, 23-38.
Heid, M. K. (2005). Technology in mathematics education: Tapping into visions of the future. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 345-366). Reston, NCTM.
Hong, J.C., Cheng, C. L., Hwang, M. Y., Lee, C. K., and Chang, H. Y. (2009). Assessing the educational value of digital games. Journal of Computer Assisted Learning, 25, 423-437.
Hoyles, C., Noss, R., and Kent, P. (2004). On the integration of digital technologies into mathematics classrooms. International Journal of Computers for Mathematical Learning, 9, 309-326.
Lee, J. J. & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15.
Lieberman, D.A., Bates, C.H., & So, J. (2009). Young children’s learning with digital media. Computers in the schools, 26: 271-281.
Moyer, P., Niezgoda, D., & Stanley, J. (2005). Young children’s use of virtual manipulatives and other forms of mathematical representations. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 17-34). Reston, NCTM.
Moreno-Amella, L., Hegedus, S. J., & Kaput, J. J. (2008). From static to dynamic mathematics: historical and representational perspectives. Educational Studies in Mathematics. 68: 99-111.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
Ng, F., Zheng, H., & Plass, J. (2009). Research on the educational impact of games. New York: Institute for Games for Learning.
Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the Lives of 8- to 18-Year-Olds. Kaiser Family Foundation.
Ruthven, K., & Hennessy, S. (2002). A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning. Educational Studies in Mathematics, 49, 47-88.
Schute, V. J., Masduki, I., Donmez, O., Kim, Y. J., Dennen, V. P., Jeong, A. C., et al. (2010). Modeling, assessing, and supporting key competencies within game environments. In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 281-309). New York: Springer-Verlag.
Soucie, T., Radovic, N., & Svedrec, R. (2010). Making technology work. Mathematics Teaching in the Middle School, 15, 467-471.
Squire, K. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher. 35: 19-29.
Squire, K. & Jenkins, H. (2003). Harnessing the power of games in education. Insight, 3.
Stohl, H. (2003). Preparing to teach mathematics with technology: Research implications for a learning trajectory. Society for Information Technology and Teacher Education International Conference 2003(1), 2961-2968.
Suh, J. (2010). Tech-knowledgy & diverse learners. Mathematics Teaching in the Middle School, 15, 440-447.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81, 4-28.
Williamson, B. (2009). Computer games, schools, and young people. Bristol: Futurelab.
Wu, W & Y. J., Chen, C., Kao, H., Lin, C., & Huang, S. (2012) Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59, 817-827.
Problem Solving, Processes, and Proficiencies in Mathematics
Bransford, J. (Ed.). (2000). How people learn: Brain, mind, experience and school.
Cobb, P., Boufi, A., McClain, K., & Whitenack, J. (1997). Reflective discourse and collective reflection. Journal for Research in Mathematics Education, 28(3), 258-277.
Fonkert, K. L. (2010). Student interactions in technology-rich classrooms. Mathematics Teacher, 104, 303-307.
Goldenberg, E.P., Shteingold, N., & Feurzeig, N. (2003). Mathematical habits of mind for young children. In F.K. Lester & R.I. Charles (Eds.). Teaching mathematics through problem solving: Prekindergarten – Grade 6 (pp. 15-29). Reston, VA: National Council of Teachers of Mathematics.
Hollebrands, K. F., & Stohl, H. (2004). The interplay between technology design and students' control of problem solving. In D. McDougall (Ed.), Proceedings of the Twenty-Sixth Annual Meeting of the Psychology of Mathematics Education - North American Chapter (vol. 3, 1481-1487). Toronto.
Kieren, T. (1994). Play and mathematical understanding. Journal of Research in Childhood Education, 8(2), 132-141.
Kim, B., Park, H. & Baek, Y. (2009). Not just fun, but serious strategies: using meta-cognitive strategies in game-based learning. Computers & Education, 52, 4, 800–810.
Knuth, E. J., & Hartman, C. E. (2005). Using technology to foster students’ mathematical understandings and intuitions. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 151-164). Reston, NCTM.
Lesh, R. & English, L. (2005). Trends in the evolution ofthe models-modelling perspective on mathematical learning and problem solving. International Reviews on Mathematical Education, 37(6), 487-489.
Lester, F. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for Research in Mathematics Education, 25, 660-675.
Lester, F. K., & Kehle, P. E. (2003). From problem solving to modeling: The evolution of thinking about research on complex mathematical activity. In R. Lesh & Doerr, H. (Eds.) Beyond constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching (pp. 501-518). Mahwah, NJ: Erlbaum.
Levasseur, K., & Cuoco, A. (2003). Mathematical habits of mind. In H.L. Schoen (Ed.), Teaching mathematics through problem solving. Reston, VA: National Council of Teachers of Mathematics.
Maor, D. (2003, July 1). The Teacher's Role in Developing Interaction and Reflection in an Online Learning Community. Educational Media International, 40, 127-37.
McGraw, R., & Grant, M. (2005). Investigating mathematics with technology: Lesson structures that encourage a range of methods and solutions. In National Council of Teachers of Mathematics, Sixty-seventh yearbook: Technology-supported mathematics learning environments (pp. 303-318). Reston, NCTM.
Medbery, J. (n. d.). Reinventing education to teach creativity and entrepreneurship. New York, NY: Co.Exist.
Polya, G. (1957). How to solve it (2nd ed.). Princeton, NJ: Princeton University Press.
Sakshaug, L., Olson, M. & J. (2002). Children are mathematical problem solvers. Reston, VA: National Council of Teachers of Mathematics.
Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
Schwartz, D. L. , Chase, C., Chin, D. B., Opezzo, M., Kwong, H., Okita, S., et al. (2009). Interactive metacognition: Monitoring and regulating a teachable agent. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 340-359). London and New York: Routledge.
Silver, E. A. (Ed.) (1985). Teaching and learning mathematical problem solving: Multiple research perspectives. Hillsdale, NJ: Erlbaum.
Steffe, L.P., & Olive, J. (2002). Design and use of computer tools for interactive mathematical activity (TIMA). Journal of Educational Computing Research, 27, 55-76.
Wang, L. C. & Chen, M. P. (2010). The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innovations in Education and Teaching International, 47, 39–52.
Zucker, A. (2011). Transforming schools: Is it rocket science? On Cue.