Wuzzit Trouble: The Influence of a Digital Math Game on Student Number Sense

Holly Pope, Charmaine Mangram


This study sought to determine if playing a digital math game could increase student number sense (mathematical proficiency in numeracy). We used a pre- and post-assessment to measure the number sense of two groups of third grade students with the same mathematics teacher. One group played the game Wuzzit Trouble and the other did not. Overall, the group who played Wuzzit Trouble showed a significant increase in number sense between the pre- and post-assessment, compared to the other group who did not. A qualitative analysis of a novel problem revealed differences between the treatment and comparison groups from pre- to post-. A discussion of these findings and features of the game are addressed. Namely, two features inherent in Wuzzit Trouble are associated with the learners’ increased number sense. First, Wuzzit Trouble promoted mathematical proficiency by requiring learners to attend to several mathematical constraints at once. Second, the game engaged learners in an iterative process of decision-making by calling for students to try, check, and revise their strategy as they played.


Mathematical proficiency; digital math games; number sense; Wuzzit Trouble

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DOI: http://dx.doi.org/10.17083/ijsg.v2i4.88


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