From here to There (Fh2t)

SUMMARY

From Here to There (FH2T) is a game-based application that teaches math through discovery-based puzzles, rather than procedural steps. In FH2T, algebraic expressions are turned into interactive virtual objects that react according to their underlying mathematical properties. Students can dynamically manipulate and transform math expressions by directly dragging, tapping, and breaking apart parts of the equation on the screen. The actions taken are bound to a visualization that reflects one way of imagining the corresponding mathematical transformation.

Procedure

Students log in through ASSISTments and were directed to the FH2T game. They spent 30 minutes playing through the game while a timer runs in the background.

Layout: FH2T has 14 worlds that focus on different math concepts ranging from addition and multiplication to distribution and linear equations. Students started from simple topics and built up their knowledge and skills throughout the game. Each world contains 18 problems, and in each problem, students transformed the starting expression to match the goal.

Gestures

In FH2T, each problem has a starting expression and a goal. The objective of the game is to transform the starting expression to match the goal.

students can move a symbol by dragging and dropping it at the desired location
students can perform addition by tapping the “+” sign to add the two adjacent numbers
students can substitute expressions by clicking “keypad” then select the number and enter its equivalent expression.

Research findings

Research has shown that FH2T is easy to implement in a classroom and can increase student engagement, motivation, and math learning. Previous studies suggest that FH2T system may be effective at improving math understanding, especially for low performing students.

A study with 150 middle-school students in 6 classrooms suggests that a 2.5-hour interaction with FH2T led to an increase in performance on a comprehensive test of procedural fluency (Ottmar et al., 2015). Similar effects were observed in elementary students (Hulse et al., 2019).

A preliminary study comparing the effects of 2-hour FH2T vs. online problem sets revealed that middle-school students interacting with FH2T showed greater gains in understanding of math equivalence compared to students solving math problems online (Sawrey et al., 2019).

Second grade students who solved more problems in FH2T scored higher at posttest, and the effect is stronger in students with low prior knowledge (Hulse et al., 2019).

Sixth and seventh grade students who solved more problems in FH2T scored higher at posttest, and the effect is stronger in students with low prior knowledge (Ottmar et al., 2015).

Sixth grade students who played with FH2T showed more improvement on their understanding of equivalence and conceptual understanding compared to students who solved textbook problems (Sawrey et al., 2019).

Seventh grade students who used the version of FH2T that enacted visualizations after a gesture, scored higher at posttest than students who had to enter manual calculations for each step or were in a control condition (Ottmar et. al, 2015).

FH2T better prepared students for later instruction of concepts through formal instruction (Ottmar & Landy, 2017).

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