Math teachers’ perspectives on using educational computer games in math education

AbstractBy using a grounded theory approach, the purpose of this study is to develop a theoretical framework concerning the use of educational computer games in math education. Interviews (n=13) are conducted with math teachers living in Turkey. Data are analyzed according to constant comparative method. A model is formulated that the problems with using computer games in math classes, teaching the philosophy of teachers, requirements to use affect how to use computer games in the classes. They all directly affect the contributions of using computer games in math classes. Using educational computer games in math education can be understood through the background of five interrelated factors