{"id":1867,"date":"2017-07-29T00:58:57","date_gmt":"2017-07-29T00:58:57","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1867"},"modified":"2017-07-29T00:58:57","modified_gmt":"2017-07-29T00:58:57","slug":"identification-of-strategies-used-by-undergraduate-students-in-a-two-player-game","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/07\/29\/identification-of-strategies-used-by-undergraduate-students-in-a-two-player-game\/","title":{"rendered":"Identification of Strategies Used by Undergraduate Students in a Two-player Game"},"content":{"rendered":"

Angelina G. Gonz\u00e1lez Peralta<\/a>
\nJuan Gabriel Molina Zavaleta<\/a>
\nMario S\u00e1nchez Aguilar<\/a><\/p>\n

Abstract.<\/strong> The purpose of this manuscript is to increase our knowledge about
\nthe potential offered by the use of strategy games to promote useful skills in
\nproblem solving. We report the results of a study conducted at the undergraduate,
\nwhere students engaged in a two-player game called \u201ccircle of coins\u201d. We analyze
\nthe games played by four students. The main contributions include are: 1) identifying
\nthe specific strategies used by each of the players to try to win the games
\nand 2) the conditions under which these strategies arose. In addition, 3) we
\nargued that the practice of strategy games could encourage the development of
\nheuristics useful in solving mathematical problems.<\/p>\n

Keywords:<\/strong> playful activities, undergraduate education, strategies, educational
\ngames, mathematics education.<\/p>\n

 <\/p>\n

DOI: 10.24844\/EM2902.07<\/p>\n

\"\"<\/a><\/p>\n

Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Angelina G. Gonz\u00e1lez Peralta Juan Gabriel Molina Zavaleta Mario S\u00e1nchez Aguilar Abstract. The purpose of this manuscript is to increase our knowledge about the potential offered by the use of strategy games to promote useful skills in problem solving. We report the results of a study conducted at the undergraduate,\u2026 Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1867"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1867"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1867\/revisions"}],"predecessor-version":[{"id":1868,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1867\/revisions\/1868"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1867"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1867"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1867"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}