Mathemathics Game Critique - Essay Example

?Running head: MATHEMATICS GAME CRITIQUE Assignment Mathematics game critique (school) Assignment Mathematics game critique Stage One Game 1: computer game- Subtraction game fishing This game is a one-player game that deals with subtraction questions. It involves a little boy holding a fishing rod, trying to “catch” the answer with his rod (Soft schools, 2009). The question is at the top of the fishing rod. The student is required to answer the question, and then quickly click on the answer while the answer is on the ‘correct’ fish. At the top of the screen, there is a timer indicating time remaining while the student is answering the questions. If the student gets the incorrect answer, the boy on the screen will tell the player to try again (Soft schools.com, 2009). A score is also given to the students at the end of the game. When the game is finished and when the student gets the correct answers, a big fish will appear on the screen saying ‘congratulations’. There are a few mathematical concepts addressed in this game. This game allows students to build their subtraction knowledge. It allows them to develop timing skills as there is a timer indicating how fast they are at answering the questions. The skill in recognising numbers is also required in order to answer the questions. Moreover, this game allows students to build their skills in visualising numbers and getting the correct answers. In the end, it can also provide a good mental practice for the students. However, this game can also have negative effects especially when some children may get bored after they keep getting the incorrect answers. Despite such negative effects, this technology, along with other computer games can enhance children’s mathematical learning. These mathematical games can also help improve their mental skills, as well as their reasoning, strategic thinking, and logic, and these are skills which are important in problem solving (Hunting, 2012, p. 69). The following content outcomes are addressed: NS1.2 Addition and Subtraction- Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers The following are the syllabus process outcomes: Questioning WMS1.1 Asks questions that could be explored using mathematics in relation to Stage 1 content Applying Strategies WMS1.2 Uses objects, diagrams, imagery and technology to explore mathematical problems Reasoning WMS1.4 Supports conclusions by explaining or demonstrating how answers were obtained. Reflecting WMS1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 1 content There is a way to implement this game in the classroom. The implementation would involve seating the children in their chairs and then explaining to them what the game is. The explanation would have to include the use of an interactive whiteboard, a computer, or an overhead screen which would allow the teacher to go online and demonstrate the game. This game would require the children working independently. At the end of the lesson, the teacher would have to allow time for discussions in order to ensure that the students can share their difficulties and challenges in playing the game. Since this game involves subtraction strategies, any student who finds the game difficult should be allowed to speak up during discussion times. The teacher must also ensure that the students can reflect on the game and their experience while playing the game. There are many ways for differentiation within Stage 1. These include: Making the game into two players, as this would encourage a healthy sense of competition among the students, especially those seeking to excel in the game. Getting the students in the classroom to record the question and answer portions. This can be done by putting two students in each computer with one student playing the game, while the other would record the question and answer in the student’s book. Then the other student would also take his turn to answer the questions with the other student this time recording the answers in the student’s book. The students can also find the answer to the question in the game, and also name the number that comes before and after the answer This computer game allows the students to potentially engage in the game in many ways. This includes strategic thinking as students need to think in order to answer the question. It is a colourful game which will attract children’s attention and engage their interest. Also through the use of the online games, children’s confidence can be boosted as they become more learned in their ability to use computer technology (Hunting, 2012, p. 69). Game 2: Card Game: 24 This game involves a deck of cards being equally handed out to a group of students. Leftover cards are often discarded. The Ace in this game is designated the number one (New South Wales Department of Education and Training, 2007). This game involves each student where on a clockwise order, the first student takes out one card from his stack and places it face up for the other students to see. The next student then does the same, placing his card on top of the previous student’s card while mentally computing and saying out loud the sum of the previous player’s card and his card. This process would go on until the sum gets up to 24 or more (New South Wales Department of Education and Training, 2007). Once the sum of 24 is reached, that student would be considered the winner of the game. If the sum is more than 24, then the value of the card has to be subtracted from the previous sum. Hence, this game will continue till a player gets the sum of 24 (New South Wales Department of Education and Training, 2007). This game allows students to build on their basic maths skills, including addition as well as subtraction skills, with subtraction being automatically taught to the students as part of their addition lessons (Booker, Bond, Sparrow and Swan, 2012, p. 237). As this game is played in a group, it will also allow the students to guide each other, especially in instances when some of them may be having trouble getting the right answer. Helping each other is an important learning process which can also enhance their mathematical skills (Booker, et.al., 2012). Through this game, students can gain confidence in expressing their answers even if they know that their answer may be incorrect. Another positive aspect of this game is that it can also help the students establish addition and subtraction mental strategies (Booker, et.al., 2012). Hence, the recognition of numbers, as well as addition and subtraction skills is required. The group working process is another positive aspect of this game as it then allows students to work together. However, the negative aspect lies in the fact that a student may be singled out by the group for not getting the correct answer, especially if this is a repeated occurrence. Amongst their peers, this student’s confidence may be degraded. The syllabus content outcomes include: Addition and Subtraction NS1.2 - Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers The syllabus process outcomes include: Questioning WMS1.1 Asks questions that could be explored using mathematics in relation to Stage 1 content Applying Strategies WMS1.2 Uses objects, diagrams, imagery and technology to explore mathematical problems Communicating WMS1.3 Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols Reasoning WMS1.4 Supports conclusions by explaining or demonstrating how answers were obtained. Reflecting WMS1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 1 content The way this game can be implemented in the classroom would involve the teacher seating the class into a semi circle and demonstrating how the game would be played. The teacher can first choose two students from the class in order to clearly demonstrate how the game would be played. Secondly, the rules can also be written on the board so that the students can easily keep track. Thirdly, after the game is played, the groups can write a reflection on the game individually and as a group. Finally, a discussion and reflection time would be given to the students, allowing the students to speak up about the game, the difficulties they have encountered while playing the game, and what they felt while playing the game. This game can be differentiated in many ways, including: -changing the number 24 to another total. According to Piaget’s theory on the stages of human development, children learn differently and at different rates based on their stage of development. The total number can be changed in order to accommodate the age of the child’s development. - instead of having a small group of 3 or 4, a group of 5 can be formulated - if a student does not have sufficient confidence, the number of players can be changed to two - make your own cards, and these may include symbols instead of numbers where the students can count the symbols or angles in the cards This game will allow for engagement as it is a game which would trigger students’ competitiveness. This game would also enhance their critical thinking as the students are called on to consider addition and subtraction sums. This game will therefore allow students to learn from each other as they share their ideas with each other. In addition, based on ‘Standard for Excellence in Teaching Mathematics in Australian Schools’, Domain 3:Professional Practice, more specifically 3.1, ‘The Learning Environment,’ through this game, the children can be encouraged to enhance their understanding of mathematics and increase their enthusiasm and enjoyment for the subject matter. Consequently, through this game, the children can be motivated to learn and the teachers can also be motivated to improve their teaching styles, processes, and activities. Game 3: Maths Board Game The Maths Board game is a group game which requires a dice and a board where the game is often played in its entirety (Bright Cloud Resources, n.d). On the board there are circles, triangles, and squares. The student is then required to roll the dice from the starting point on the board. The shape where the dice lands on would then have a mathematical question which has to be answered by the player. The student who gets to the finish line first would be considered the winner (Bright Cloud Resources, n.d). There are many mathematical concepts and processes addressed in this game. For one, this game would give students opportunities to solve addition questions. Secondly, it would also require students to have knowledge of basic 2D shapes, including the circle, the triangle and the square. In effect, this game is meant to enhance the students’ mathematical, specifically, their addition skills. Positive aspects of this game include the enhancement of students’ mathematical skills. Moreover, due to the practical work that they have to do as part of the game, students often become engaged in the game and end up having a better understanding of the mathematical learning processes (Booker, et.al., 2012, p. 202). However, a negative consequence of this game lies in the fact that if a student does not get the answer correctly, they may lose interest in the game. There are links to syllabus content outcomes which include: Addition and Subtraction NS1.2 - Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers Two dimensional shapes SGS1.2 Manipulates, sorts, represents, describes and explores various two-dimensional shapes This game is linked to syllabus process outcomes which include: Questioning WMS1.1 Asks questions that could be explored using mathematics in relation to Stage 1 content Applying Strategies WMS1.2 Uses objects, diagrams, imagery and technology to explore mathematical problems Communicating WMS1.3 Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols Reasoning WMS1.4 Supports conclusions by explaining or demonstrating how answers were obtained. Reflecting WMS1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 1 content The game would be implemented in the classroom when the teacher would first demonstrate the game in front of the whole class. Secondly, the teacher can then seat the students on the floor for them to get the best vantage point for the game. Thirdly, the teacher can demonstrate the game and also explain its rules. Fourthly, the teacher can also write the rules of the game on the board. Finally, after the game is played, the teacher can bring the whole class together, encouraging the students to share any difficulties they experienced in playing the game. The teacher can also allow the students to take the sheets home with the questions, thereby ensuring that they can finish the questions as part of their homework There is potential for differentiation for the game, and these would include the following changes: The teacher can change the question and make them subtraction problems or any other mathematical equations. The teacher can give the students time limit in playing the game in order to motivate the students to solve the problems at faster rates. The teacher can decorate the board and make the shapes colourful in order to make the game more eye-catching game for the children Throughout this game, there is potential for engagement because it is an exciting game to be played in a group. This game will allow the students to use their mathematical critical thinking skills as well as their problem solving skills in resolving the issues in the board game. The students will also be engaged because they are not just using the worksheet to record their answers, but they are also using the dice during the board. The dice and where it often falls is a prospect which is filled with excitement. In the Standards of Excellence in Domain 3, more specifically, 3.3 ‘Teaching in action,’ it is stated that good teachers who teach mathematics stimulate interest, challenge students’ thinking, and allow them to engage actively. This game fulfils these elements and is therefore a highly recommendable game for children, especially children learning mathematics. References Board of Studies NSW. (2007). Mathematics K-6 syllabus. Sydney, NSW: Crown Booker, G., Bond, D., Sparrow, L., & Swan, P. (2012). Teaching Primary Mathematics. NSW, Australia: Pearson Australia Bright Cloud Resources. (n.d). Maths board game. Retrieved from http://www.brightcloudresources.com/resources/maths/ks1---counting-number-sentences-and-activities/maths-board-game/ Clemson, D. C. (1994). Mathematics in the early years. London & New York: Routledge. The Australian Association of Mathematics Teachers. (2006). Standards for Excellence in Teaching Mathematics in Australian Schools. Retrieved from http://www.pa.ash.org.au/scmainc/docs/Reasearch/standxtm.pdf Hunting, R. M. (2012). Young children learning mathematics: A guide for educators and families. Victoria, Australia: ACER Press. New South Wales Department of Education and Training. (2007). Curriculum Suoport. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/moreactivities/cards.pdf Softschools. (2005). Subtraction Fishing game. Retrieved from http://www.softschools.com/math/games/fishing_sub.jsp Read More