A scoping review of game-based learning for mathematics teacher education

• Jewoong Moon ^[3] ; Sheunghyun Yeo ^[1] ; Abiodun Stephen Ijeluola ^[2]
  1. [1] Daegu National University of Education

     Daegu National University of Education

     Corea del Sur

     
  2. [2] James Madison University

     James Madison University

     Estados Unidos

     
  3. [3] Department of Educational Leadership, Policy, and Technology Studies, The University of Alabama, Tuscaloosa, AL, United States

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 7, 2025, págs. 1280-1308
• Idioma: inglés
• DOI: 10.1080/0020739X.2024.2337934
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• Resumen

  • We conducted a scoping review on game-based learning (GBL) formathematics teacher education. In recent decades, GBL has beenlargely applied to K-12 education contexts. GBL has aimed to pro-mote students’ deeper understanding of mathematics knowledgevia game-based activities. With the evolving needs of GBL in mathe-matics education, recent research has increasingly raised the impor-tance of mathematics teacher development specialised in GBL imple-mentation. However, there is a lack of literature synthesis identifyinghow GBL has been taught and developed for mathematics teach-ers. Using both bibliometric and qualitative thematic analysis, weidentified key characteristics of GBL design and implementations forvarious mathematics learning contexts in teacher education. Basedon the study findings, we identified key trends and issues of GBLin mathematics teacher education. Also, we suggest theoretical anddesign implications of GBL for mathematics teacher education.