Author(s)

Pascal Stiefenhofer

Newcastle University Business School, Newcastle upon Tyne, UK.

This paper introduces a conceptual framework for developing pedagogical games of mathematical proof (PGMP) designed to help non-STEM students learn mathematical reasoning in a playful manner and without “fear”. Within the constructivist learning paradigm it develops an in-class learning activity where social science students learn the concept of mathematical deduction playfully using toys to construct tables from which formal proofs of propositions are derived without calculations. A PGMP pedagogy quality assurance evaluation method based on fuzzy evaluation mappings capturing learning effectiveness, learning efficiency, and learning satisfaction is introduced. Our results from an in-class experiment show that pedagogical games of mathematical proof help non-STEM students to effectively engage with mathematical reasoning playfully. The results are consistent according to a quality assurance consistency index.

Pedagogy Quality Assurance, Pedagogical Games, Mathematics Anxiety, Proof, Toys

Stiefenhofer, P. (2022) Evaluating Pedagogical Quality of Learning Activities Using Fuzzy Evaluation Mappings: The Case of Pedagogical Games of Mathematical Proof. Applied Mathematics, 13, 432-452. doi: 10.4236/am.2022.135029.