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Purpose: This study examined TPACK model as it relates to teacher’s knowledge categories such as methods of teaching subject matter (content knowledge) curriculum knowledge, knowledge about technology and pedagogical know-how etc.
Approach/Methodology/Design: Conceptual analysis was discussed to establish content selection, performance procedure and problem-solving while designing an object-based game. Among the templates identified and used for Object-Based Game model are analog game model, managing learning procedure etc. The study adopted formative research in order to elucidate functional concepts and variables within the study.
Findings: Games are repertoire of teaching aids and research paradigm which revolves philosophical learning theories and gaming processes. The quality of game developed depends on the qualifications; i.e. proficiency in mathematical theories and their interrelations to suit instructional concepts of game development and creative thinking abilities, pedagogical skills are required to identify learning pattern. There is a need to incorporate self-motivated experience scenes such as gaming, which characterize play and activity as being the young child’s most powerful tool in all areas of learning particularly Mathematics.
Practical Implications: The study presents practical implications for teachers of mathematics. Contextualization helps learners to link new ideas to prior knowledge, and the proposed model in this study could be validated and applied in teaching mathematic concepts.
Originality/value: The study adopted formative research in order to elucidate functional concepts and variables within the study. Technological Pedagogical and Content Knowledge (TPACK) object-based Mathematic card games model is designed as powerful and potential learning tools.
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