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An online card-matching game for early algebra designed under Realistic Mathematics Education principles

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The research team designed an online card-matching game in which students match equivalent mathematical structures presented in different forms, supporting understanding of algebraic symbols and expressions. It comprised "four levels of increasing challenge, with tasks progressing from arithmetic expressions to formal algebraic expressions." Students played in dyads in 2-versus-2 team competition, justifying their reasoning when matching cards to minimise random guessing.

Design Implications

Context

Requirements

  • Students must justify their reasoning when matching cards; teacher facilitates by circulating among groups

Constraints

  • Designed for a single 57-min lesson in dyad competition; teams sat at the same table face-to-face

Target Learners

  • Year 7 students (aged 12–13) in early algebra

Learning Goals

  • Understanding pronumerals and combining like terms

Claims

Examples

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Key Sources

  • Jiqing Sun, Andrew Skourdoumbis. (2026). Is it distracting? A further exploration of non-gameplay social interaction during collaborative digital game-based learning. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-026-09476-9
Page metadata
Field Value
type design
id card-matching-algebra-dgbl-game
title An online card-matching game for early algebra designed under Realistic Mathematics Education principles
description The research team designed an online card-matching game in which students match equivalent mathematical structures presented in different forms, supporting understanding of algebraic symbols and expressions.
status review
generated by process:settle-candidates on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — jiqing-sun-2026

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