This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Although boys outperformed girls in early algebra performance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed.
Angeliki Kolovou, Freudenthal Institute for Science and Mathematics Education, Utrecht University, PO Box 9432, 3506 GK Utrecht, The Netherlands; firstname.lastname@example.org
Marja van den Heuvel-Panhuizen, Freudenthal Institute for Science and Mathematics Education, Utrecht University, PO Box 9432, 3506 GK Utrecht, The Netherlands; email@example.com
Olaf Köller, IPN, Leibniz Institute for Science and Mathematics Education, University of Kiel, Olshausenstraße 62, D-24118 Kiel, Germany, firstname.lastname@example.org