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A policy brief from the National Center for Research on Evaluation, Standards and Student Testing includes positive findings on computer games used to improve student math performance.

"This paper describes a research project on Year 3 primary school students in Malaysia in their use of computer-based video game to enhance learning of multiplication facts (tables) in the Mathematics subject. This study attempts to investigate whether video games could actually contribute to positive effect on children's learning or otherwise. In conducting this study, the researchers assume a neutral stand in the investigation as an unbiased outcome of the study would render reliable response to the impact of video games in education which would contribute to the literature of technology-based education as well as impact to the pedagogical aspect of formal education. In order to conduct the study, a subject (Mathematics) with a specific topic area in the subject (multiplication facts) is chosen. The study adopts a causal-comparative research to investigate the impact of the inclusion of a computer-based video game designed to teach multiplication facts to primary level students. Sample size is 100 students divided into two i.e., A: conventional group and B conventional group aided by video games. The conventional group (A) would be taught multiplication facts (timetables) and skills conventionally. The other group (B) underwent the same lessons but with supplementary activity: a computer-based video game on multiplication which is called Timez-Attack. Analysis of marks accrued from pre-test will be compared to post- test using comparisons of means, t tests, and ANOVA tests to investigate the impact of computer games as an added learning activity. The findings revealed that video games as a supplementary activity to classroom learning brings significant and positive effect on students' retention and mastery of multiplication tables as compared to students who rely only upon formal classroom instructions."

Literature review and research study

Focuses on three careers requiring solid mathematics background as well as additional job profiles

Abstract: "n this study we explored the impact of performing mathematical tasks presented in the context of an "adventure challenge" or a "mathematical challenge" in a videogame. This videogame - "Matemáquina do Tempo" - is being developed to facilitate learning of mathematical skills like counting, grouping, and relating numbers. The videogame consists in various movement control tasks with dynamic (e.g., running) and static (e.g., pointing) interactions. Our goal was to test the impact of the integration of a direct mathematical task versus an indirect mathematical task. A group of 18 five year-old children performed the game in two conditions: a) adventure challenge , which implied movements such as running or climbing trees to perform mathematical tasks of counting and grouping; and b) mathematical challenge , which included swimming after selecting the correct path through counting, followed by a direct mathematical task of pointing to organize numbers in a line. Our assumptions were evaluated according to questionnaires and video analysis of the children playing the game. Results confirmed our hypothesis, showing that players performing the mathematical challenge generally considered that they were learning with the game, and most agreeing that the game was fun. Participants in the adventure challenge condition on the other hand, showed a tendency to evaluate the game as very amusing and were more distributed in the learning evaluation. In conclusion, we suggest that the inclusion of direct mathematical tasks in the videogame might lead to increased perception of learning, although they also seem to result in lower amusement ratings."

Abstract:"This paper discusses the results of a pilot st udy that explored how prospective secondary school teachers are shaped by learni ng experiences during their undergraduate mathematics education. The collabora tive study, which was conducted by a mathematician and a mathematics educator, dr ew from the experiences of prospective teachers in a non-traditional undergraduate ma thematics program that makes extensive use of technology. Analysis of data collect ed from detailed questionnaires, journals, and focus group discussions strongly suggests that designing, implementing, and testing Learning Objects promotes prospective teache rs' learning of the mathematics needed for teaching. Furthermore, the analysis shows t hat prospective teachers' experiences of ownership, engagement, and pride are key to positive learning experiences. "

Abstract: "This study examined the benefits and challenges associated with implementing RtI [Response to Intervention] in the area of math ematics in an elementary and a middle school in a rural district in the northeastern United States. We sought to document the ways in which two schools approached implementation of RtI and to explore the issues they encountered with respect to instruction , intervention, and assessment. Five themes were identified that described implementation of the RtI framework: Shifting roles and changing structures, increasing opportunities for collaboration and communication, inc reasing instruction al an d assessment su pport for students who struggle in math, increasing knowledge of support strategies for learners who struggle with math, and "spreading the word" and enhancing the use of the model. The results of this study suggest that the RtI model has potential to impr ove how math instruction is approached in elementary and middle schools. "

From the abstract: "is research develops around a technological intervention intended to transform a peer produced reference resource into a peer produced learning environment. An early Web 2.0 community for mathematics, PlanetMath.org, will henceforth become a mathematical practicum, and a laboratory for learning science."

Abstract: "Why do people contribute content to communities of question- answering, such as Yahoo!Answers? We investigated this issue on MathOverflow, a site dedicated to research-level mathematics, in which users ask and answer questions. Math- Overflow is the first in a growing number of specialized Q&A sites using the Stack Exchange platform for scientific collab- oration. In this study we combine responses to a survey with collected data on posting behavior on the site. User behavior suggests that building reputation is an important incentive, even though users do not report this in the survey. Level of expertise affects users' reported motivation to help others, but does not affect the importance of reputation building. We discuss the implications for the design of communities to target and encourage more contributions."

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From the abstract: "this study investigated how the perspectives of the non-computer science educators changed after learning game-programming and how it could be fitted into the K-12 curriculum. Fourteen non-computer science educators and/or administrators in the K - 16 educational systems who made up a cohort at Sam Houston State University, Master of Education/Instructional Technology Program participated in this study. The participants were required to learn two free Web 2.0 game-programming applications and reflect on an article related to reviving interest in math and science as part of their program. Qualitative data consisted of online reflections, and peer-review processes through Facebook. A quantitative component was added to the analysis. The findings indicated that: (a) the perspectives of the participants changed from negative to positive as they reflected on their own game-programming learning experiences; (b) participants came to understand how game programming could build up students' logical concepts and critical thinking skills improving performances in math, science, and other subjects; and (c) due to the benefits of logical concepts and critical thinking skills game programming could have immense benefits if built into the K-12 curriculum."

Paper by John Olive,The University of Georgia ,Keynote Paper for the first IDEAL conference held at Bayburt University, Bayburt, Turkey, July 4, 2012

Abstract: "In spite of the efficacy of Operations Research (OR), its tools are still underused, due to the difficulties that people experience when describing a problem through a mathematical model. For this reason, teaching how to approach and model complex problems is still an open issue. A strong relation exists between (video) games and learning: for this reason we explore to which extent (real time) simulation video games could be envisaged to be an innovative, stimulating and compelling approach to teach OR techniques."

abstract: "In this paper I address the use of digital tools (GeoGebra) in open ended design activities, with primary school children. I present results from the research and development project "Creative Digital Mathematics", which aims to use the pupil's development of mathematical board games as a vehicle for teaching skills with GeoGebra, as well as an entrepreneurial attitude towards mathematics. Using the instrumental approach I discuss how open ended transdisciplinary design activities can support instrumental genesis, by considering the extent to which the pupils address mathematical knowledge in their work with GeoGebra and how they relate their work with GeoGebra and mathematics to fellow pupils and real life situations. The results show that pupils' consider development of board games as meaningful mathematical activity, and that they develop skills with GeoGebra, furthermore the pupils considers potential use of their board game by classmates in their design activities."

Abstract: This research paper has been designed to develop an online tutoring system for pre - K to middle school Math students. The research methodology applied in this study has used both qualitative and quantitative research methods in terms of external and internal Web or software metrics to obtain the usable parameters to design an effective tutoring system to learn Math. Today online hypermedia applications are increasingly becoming more feature rich, important and also the most popular means for communication among school students for e - learning. This paper is divided into four parts: part 'I' presents the introduction of Kumon based after school education; part 'II' describes the research proposal to identify measures, model, and methodology to develop the Web - based online learning system for Pre - K to middle school math students ; part 'III' elaborates the role of using static analysis, dynamic, and comparative analysis that can be applied to check the characteristics and authenticity of data obtained for each student separately; and finally part 'IV' investigates the behaviour of online tutoring system to find the failure points and to calculate reliability aspects using Web page trace algorithms and We b page replacement policies. In this paper, an attempt has been made to systematically explain the state of the art and their practices to design, analyze, and test the functionality of online learning systems for pre - K to middle school Math students

Abstract: "Australian pre-service teachers have to acquire layers of knowledge as school classrooms are multicultural in composition. To what extent does the experience of an overseas professional experience tour contribute to the development of pre-service teachers in meeting recognised professional teaching standards? This paper describes the perceptions of Australian preservice mathematics teachers who participated in educational and cultural activities during planned tours to Malaysia. The data set was collected through the use of questionnaires, interviews and focus group discussions."

Abstract: "Students' attitudes toward mathematics and its learning have been subject to numerous studies in the past six decades. These studies treat such attitudes as both desirable learning outcomes and correlates of mathematics achievement. Many Likert-type attitude scales have been devised to measure significant constructs underlying mathematics-related attitudes, such as confidence, anxiety, and utility of mathematics. The psychometric properties of these attitude scales may be culture and age dependent. As part of a research project called Singapore Mathematics Assessment and Pedagogy Project (SMAPP), an effort was made to devise and validate an attitude toward learning mathematics scale that can be used with lower secondary school students in Singapore. This paper explains the use of exploratory and confirmatory factor analyses to reduce an initial 57-item questionnaire to one with 24 items that cover these six dimensions: Checking solutions, Confidence, Enjoyment, Use of IT in mathematics learning, Multiple solutions, and Usefulness of mathematics. The data comprise responses from about 890 Secondary 1 (Grade 7) students in 2010, who took the 57-item questionnaire, and another 850 students who took the 24-item questionnaire in 2011. The nature of the final questionnaire is discussed. This effort contributes to the continual effort to devise validated attitude scales that are suitable for different cultures and student groups."

Abstract :"The nation's remedial math programs are failing students. New, effective, and dramatic changes are required to reverse the trend. Acknowledging the plight of community college remedial math students, this white paper discusses critical variables in planning and implementing instruction. Absent of a consensus in the U.S. political landscape on how to effectively provide remedial mathematics instruction, the authors suggest instructional variables to support mathematics faculty, administrators, tutors and advising staff in changing the disheartening data and experience."

Abstract :"Drawing from Gee's learning principles developed from the digital games environment, we provide a critical analysis of the difference between using these principles in a literacy environment as opposed to a mathematical environment. Using stimulated recall, primary school-aged students played with a number of contemporary digital games. Feedback was sought. This was compared with the descriptions provided by experienced adult gamers. Both players provided insights into the cognitive process used by gamers when engaging with games. Collectively, these sources allow us to propose that the learning principles may restrict deep learning processes for mathematical learning."

Abstract: "In this paper, students provide insight into their use of Quick Response (QR) codes and mobile devices to assist in mathematics homework efforts. These QR codes were directly linked to instructional videos related to their unit on fraction algorithms and were hosted on YouTube. In particular, through focus-group interviews, the students identified many strengths associated with the implementation of this research. The strengths include the manner in which the YouTube clips of currently accepted instructional strategies worked to reinforce their classroom learning, how the mobile devices motivated students to complete homework in a variety of non-traditional settings, increased their communication with their classroom teacher, and how these devices engaged parents and siblings in the learning process."

Abstract: "The purpose of this study is to propose a design principle and framework of educational control (in particular, method for collaborative learning support) that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our game-based learning environment (GBLE) called "Who becomes the king in the country of mathematics?". In addition, we describe the method of collaborative learning support control that incorporates a "learner support agent" to support each learner and a "game control agent" to control the game into the learning environment."