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Noss, R., & Hoyles, C. (2006). Exploring Mathematics through Construction and Collaboration. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 389-405). Cambridge, UK: Cambridge University Press.

has been cited by the following article:

• TITLE: Mathematical Game Creation and Play Assists Students in Practicing Newly-Learned Challenging Concepts

  AUTHORS: Kalyn Jon Cody, Audrey C. Rule, Benjamin R. Forsyth

  KEYWORDS: Instructional Games, Motivation, Student Choice, Mathematics

  JOURNAL NAME: Creative Education, Vol.6 No.14, August 7, 2015

  ABSTRACT: Twenty-four high-performing fifth grade students (aged 10 - 11 years) participated in a year-long study in which conditions alternated for six instructional units between lecture-based mathematics instruction and practice through solving additional problems in small groups versus practice through designing and playing mathematics games related to the topic. Students scored similarly on all units at the time of the posttest. Creating games allowed students to examine concepts on their own, making sense of them at a deeper level, avoiding confusion. Game-making may also have made the mathematics more personal, relevant, and interesting. The authors suggest that mathematics teachers consider adding game-making to their strategies for practicing and applying mathematical concepts.