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Valuing Pedagogy in Implementing an Affect-Focused Mathematics Teaching with Technology Support: Valuing Playful Teaching vs. Game Technology

Artigo2025

Mei-Shiu Chiu ORCID; Wee Tiong Seah ORCID; Hsin-Min Chen ORCID; I-Ping Wan ORCID

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Resumo

This study aims to identify teachers' selection/adoption of valuing pedagogy (VP) to implement an affect-focused mathematics teaching design with technological support. Valuing pedagogy is defined as teaching methods to address educational values and operationally defined as perceived, implemented, and received curricula, manifested by teacher perception, implementation, and assessment used to gain student responses to the teaching or learning outcomes. This study focused on two teachers. They were interviewed for their perceived curricula, interviewed and videotaped their teaching for implemented curricula, and students' responses to teacher assessments for perceived curricula. Qualitative data analysis with quantitative data support found three teacher roles for VP (VP's ABC): "Affective" human players, "Behavioral" socializing facilitators, and "Cognitive" knowledge guides. The analysis also identified two distinct valuing pedagogies. Valuing playful teaching mixes VP's ABC, teachers viewing students as natural learners, supported by teacher playful emotions and intensive social interactions to help students gain cognitive knowledge. Valuing game technology focuses on letting students make sense of game technology and VP's BC; thereby students become testers for technology. The VP of playful teaching generates a positive class atmosphere, while that of game technology generates a neutral one. A slight infusion of playful emotions into gamification technology may be the key to positivity in serious play for learning mathematics.

Dados da obra

Tipo
Artigo
Periódico
Education and Information Technologies
Editora
Springer Science+Business Media
Ano
2025 (2025-01-30)
Idioma
en
Palavras-chave
Mathematics Instruction; Teaching Methods; Psychological Patterns; Technology Uses in Education; Computer Assisted Instruction; Educational Games; Mathematics Teachers; Instructional Design; Affective Behavior; Testing; Play; mathematics education; educational technology; gamification; playful teaching; game technologies; teacher role; teacher perceptions; classroom climate; serious play
Temas
Avaliação
DOI
10.1007/s10639-025-13363-5
ISSN
1360-2357, 1573-7608
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CHIU, Mei-Shiu et al.. Valuing Pedagogy in Implementing an Affect-Focused Mathematics Teaching with Technology Support: Valuing Playful Teaching vs. Game Technology. Education and Information Technologies, 2025. DOI: https://doi.org/10.1007/s10639-025-13363-5.

APA

Chiu, M. S., Seah, W. T., Chen, H. M., & Wan, I. P. (2025). Valuing Pedagogy in Implementing an Affect-Focused Mathematics Teaching with Technology Support: Valuing Playful Teaching vs. Game Technology. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13363-5

BibTeX
@article{chiu2025,
  author = {Chiu, Mei-Shiu and Seah, Wee Tiong and Chen, Hsin-Min and Wan, I-Ping},
  title = {Valuing Pedagogy in Implementing an Affect-Focused Mathematics Teaching with Technology Support: Valuing Playful Teaching vs. Game Technology},
  year = {2025},
  journal = {Education and Information Technologies},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10639-025-13363-5},
  language = {en}
}
RIS
TY  - JOUR
AU  - Chiu, Mei-Shiu
AU  - Seah, Wee Tiong
AU  - Chen, Hsin-Min
AU  - Wan, I-Ping
TI  - Valuing Pedagogy in Implementing an Affect-Focused Mathematics Teaching with Technology Support: Valuing Playful Teaching vs. Game Technology
PY  - 2025
JO  - Education and Information Technologies
DO  - 10.1007/s10639-025-13363-5
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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