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A research study was undertaken to examine use of a Minecraft Virtual Learning Makerspace (MVLM) to enhance mathematics teaching. The study took place in an elementary school in the west of Iceland. The participants were a group of seven-year-old students and their teacher using Minecraft to facilitate his mathematic teaching. The main purpose of the study was to examine the context of teaching and learning in a conventional classroom when students also work inside a virtual space. Video data was collected, students and teacher interviewed and observations carried out in the classroom. The data produced was qualitative, the analysis based on grounded theory principles and an interpretive paradigm. The key issues under consideration were: the role of teacher in a MVLM educational context and how the MVLM affects students’ learning practices. The results suggest that the students were motivated and used the MVLM in a creative manner that enabled an understanding of mathematical concepts and solving of mathematical problems. The MVLM provided the teacher with opportunities to assign interdisciplinary, project-based collaborative tasks. The research indicated the importance of the teacher, as a conventional instructor and facilitator when preparing and guiding students in the MVLM. Moreover, during their work he ensured they had flexibility, that enabled their collaboration in a playful learning context. This facilitated their greater understanding of mathematical concepts. |
