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  1. ; ; ( , Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation? 
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    Accepted Manuscript Full Text Available
  2. ; ; ( , Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation? 
    more » « less
    Accepted Manuscript Full Text Available
  3. ; ; ; ( , Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; ( , The Special Interest Group of the Mathematical Association of America (SIGMAA) for Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    Authors of this proposal are members of an inter-institutional working group focused on the teaching and learning of transformations in college geometry courses taken by prospective secondary teachers. After exploring axioms and definitions for transformational geometry in our courses, we decided to shift to identifying not just what, but how students were learning about transformations in our courses. To explore this, we began a lesson study (Boyce et al., 2021). In this report, we discuss our engagement in the lesson study, its outcomes, and new directions. 
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    Accepted Manuscript Full Text Available
  5. ; ; ( , Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    Accepted Manuscript Full Text Available
  6. ; ; ; ; ( , Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    Accepted Manuscript Full Text Available
  7. ; ; ( , Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    Accepted Manuscript Full Text Available
  8. ; ; ; ; ; ( , Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    Accepted Manuscript Full Text Available
  9. ( , Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    Developing a rich understanding of linear combinations is key to understanding linear algebra. In this paper, I explore the rich connections students make between the geometric and numeric representations of linear combinations through playing and analyzing a video game. I look at population of students who have never taken linear algebra before and analyze how they structure space using the video game, Vector Unknown, as a realistic starting point. I detail and analyze this activity including the activities that transition them from 2D to 3D space. 
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    Accepted Manuscript Full Text Available
  10. ; ; ( , Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    We present preliminary results of students’ strategies playing Vector Unknown: Echelon Seas [VUES], a 3D videogame intended to support student reasoning about vectors. Our team designed VUES by drawing on theories from Inquiry-Oriented Instruction (IOI), Game-Based Learning [GBL] and Realistic Mathematics Education [RME]. VUES builds from a prior 2D game by giving players vectors with 1, 2, or 3 components, depending on the level. We use codes from our team’s prior analysis (Mauntel et al, 2020) to analyze strategies in the 3D game. Early results show that students develop similar strategies during 3D gameplay as other students developed while playing the 2D game. However, we have also found new strategies that we did not witness with 2D gameplay, requiring us to extend our coding scheme. Further, early results emphasized the need for design changes to the 3D game to better support players’ progress. 
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    Accepted Manuscript Full Text Available