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Background: Digital game‐based learning is gaining increased attention from both researchers and educators for improving mathematics instruction. However, the evidence for game‐based learning is mixed and research with rigorous research design and analyses are limited. Objective: Here, in a pre‐registered randomized controlled study, we investigated whether a fraction game designed collaboratively by educational experts and professional game developers may serve as a useful tool to enhance students' fraction knowledge. Methods: We assigned French fifth graders to either an experimental group who used the game (n = 110) or a control group (n = 78) who received traditional instruction on fractions. Fraction knowledge was assessed pre‐ and post‐intervention. Results: Results show that students in the active control group had superior overall fraction performance than students in the experimental group at the end of intervention. However, the game had a positive effect on decimal learning. We also found a positive relation between game performance and overall fraction knowledge scores at post‐test. Contribution: The study highlights the importance of game metrics as indicators of personalized assessment tools. Given the increased usage of games in learning mathematics and the equivocal results on the effectiveness of these games, our study also highlights the importance of pre‐registration and randomized controlled studies. Lay Description: What is already known about this topic: Digital game‐based learning (DGBL) is gaining popularity in mathematics teaching.DGBL shows potential for teaching difficult abstract concepts such as fractions.However, research evaluating DGBL for fractions is limited. What this paper adds: The study examines a fraction game designed by education experts and game designers.Students fraction knowledge is assessed using paper‐based test.Challenges associated with DGBL in the classroom are discussed in the paper. Implications for practice: The results will guide educators in designing effective fraction instruction in classroom.The study highlights the critical role of instructional support in DGBL for fractions.Game based metrics can be used to individualize instruction in the classroom. [ABSTRACT FROM AUTHOR]

Background: Computer‐based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on‐task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio‐economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit‐specific differences. Cluster interpretation is supported by associations with student characteristics—for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. Lay Description: What is already known about the subject matter?: Students differ in how they read, comprehend and use digital information.Indicators from process data provide insight about how students engage with digital reading tasks. What does this paper add to the subject matter?: Based on multiple process indicators, a small number of clusters indicating different behavioural activity can be distinguished.These clusters can be described as on‐task, passive, hasty, exploring, disengaged, persistent and lost interest.A meaningful interpretation of the clusters must consider the requirements of the underlying tasks. Implications for practice and/or policy: Knowledge of how students engage with digital resources may provide useful feedback for teachers to guide students' learning or intervene when they struggle.Educational monitoring: The high comparability of country‐specific results suggests an invariant set of solution strategies in the digital reading assessment. [ABSTRACT FROM AUTHOR]

The article presents information related to conference and proceedings in Mathematics Research. The 14th Benelux Meeting on Systems and Control will be held from March 29, 1995 to March 31, 1995 at Houthalen, Belgium. The Copper Mountain Conference on Multigrid Methods will be held from March 28, 1995 to March April 2, 1995 at Copper Mountain, Colorado. The Conference on Numerical Methods for Fluid Dynamics will be held from April 3, 1995 to April 6, 1995 at University of Oxford, England. The Conference on Iterative Methods will be held from April 10, 1995 to April 14, 1995 at Toulouse, France.

Background: High viscosity fibre is known to exert many beneficial effects on appetite and metabolism. It could potentially help in weight management, in dieting or nondieting individuals. The present study investigated the effects of the daily intake of a novel high viscosity polysaccharide (HVP) over 3 months in nondieting obese or overweight men and women. Methods: The study comprised a double-blind, randomised controlled clinical trial. Participants ingested 5-15 g per day of either HVP (n = 29, experimental group) or inulin (n = 30, control group) for 15 weeks. Changes in anthropometry (weight, waist and hip circumferences), blood lipids and glucose tolerance were studied from the beginning to the end of administration. Compliance and tolerance were examined. Results: Differences appeared between HVP and inulin supplementation in female participants only. Mean (SD) decreases in body weight [1.6 (3.2) kg; approximately 2% of initial weight] and hip circumference [2.8 (3.6 ) cm] occurred in women of the HVP group but not in controls (Time × Group interactions, P ≤ 0.002). Total, high-density lipoprotein and low-density lipoprotein- cholesterol were lower at the end of supplementation in the women of the HVP group compared to controls (P ≤ 0.021). No effect appeared in waist circumference and triacylglycerol. No difference was noted in the number or severity of the adverse effects reported in both groups. Adverse effects were mild and agreed with commonly reported reactions to intake of dietary fibre. Conclusions: Beneficial although modest effects appeared after several weeks of daily HVP intake in nondieting obese or overweight women. The effects of HVP should be investigated in the context of a weight loss programme. [ABSTRACT FROM AUTHOR]

Background. Understanding and solving problems involves different levels of representation. On the one hand, there are logico-mathematical representations, or problem models (PMs), which contain information such as ‘the size of the flock changed from 31 sheep to 42’ while, on the other hand, there are more qualitative representations, or qualitative situation models (QSMs), comprising events expressed in everyday terms, such as ‘a lot of lambs had been born’. Aims. We set out to show that an apparent contradiction between a PM and a QSM can result in poorer performances, especially when the activation of formal representations is not fully automatic. Sample. We tested 44 third years (mean age 8;6) and 46 fourth years (mean age 9; 8) from two primary schools in France. Method. Change problems and compare problems were drafted in two versions: one where the QSM and PM were consistent and one where they appeared to be contradictory but were not (referred to hereafter as the inconsistent version). For example, if the numerical data proved that the size of a flock of sheep had increased (PM), the consistent version would state that a lot of lambs had been born (QSM), whereas the inconsistent version would state that the wolf had devoured some of the sheep (QSM). Each pupil was given 7 consistent problems and 7 ‘inconsistent’ ones to solve. Results. For the change problems, errors were more frequent on the inconsistent versions, especially among the younger subjects. For the compare problems, there were more errors on the inconsistent versions regardless of the subjects' age. Conclusion. It is in situations where the problem schema is not automatically activated (younger subjects or compare problems) that the QSM plays its role of intermediate representation and causes performances to deteriorate if it does not correspond to the PM. [ABSTRACT FROM AUTHOR]

The Third International Geostatistics Congress, will be held during September 5-9, 1988 in France, as of March 1, 1987. The deadline for abstracts is October 1, 1987.