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# Copy of Playing to Learn Math?

Current technology gives us systems that teach students algebra using mastery and flexible pacing, but they just mimic the process of working through a textbook. To better engage today’s students, we should leverage technology and research about learning

by

Tweet## medea arellano

on 16 April 2010#### Transcript of Copy of Playing to Learn Math?

Problem: Inquiry-based learning is great,

in theory,

but time-consuming in reality. http://xkcd.com/657 what if LOTR

was a textbook? How DO

children

learn? they

give

it a

try they push at boundaries "The brain is made to fill in blanks." - Raph Koster, A Theory of Fun We tend to LIKE something if we are able to "see" the patterns in it When this happens, we begin to "groove" in the patterns ... to seek them out and to expect them. the brain functions on three levels of thinking conscious thought mathematical

assigning values

making lists

recalling facts sorting and packaging integrative

associative

intuitive

"common sense" autopilot reflexes

running "scripts" a simulation or a formal system where choices and rules are important allows you to practice patterns and permutations of patterns games are exercises

for the brain as we learn the patterns,

we seek novelty and difficulty "Fun from games arises out of mastery. It arises out of comprehension. It is the act of solving puzzles that makes games fun. In other words, with games, learning is the drug." - Raph Koster, A Theory of Fun "Boredom is the brain casting about for new information. It is the feeling you get when there are no new patterns to absorb." Line Gem Flower Power Catch the Fly Factortris NLVM Circle Game http://nlvm.usu.edu/en http://bit.ly/9uhSJF http://hotmath.com http://funbasedlearning.com http://www.funbrain.com/ Math Baseball Multiplication "Game" http://www.softschools.com http://www.mangahigh.com Question that game designers ask themselves ...

- Dr. James Gee "the best instruction hovers at the boundary of a student's competence" - Andy diSessa, Cognitive Scientist [Video games] tend to encourage players to achieve total mastery of one level, only to challenge and undo that mastery in the next, forcing kids to adapt and evolve. - Dr. James Gee, University of Wisconsin

Wired Magazine, 2003 -Rath Koster, A Theory of Fun Tombstone City Munchman http://www.flickr.com/photos/dinah/239650274/ Babylonian

"Cheat Codes" 2 5 12 28 35 75 [ !?*!? ] 60 61 59 Think like a Babylonian http://gwydir.demon.co.uk/jo/numbers/babylon/index.htm Revelation #4: I can still play the video games I played when I was a child. Revelation #3: My students, some of whom can't seem to learn algebra, CAN seem to learn complex video games that require logic, memorization, and teamwork, and strategy. We've been trying all sorts of untested strategies to improve algebra outcomes for decades, with little or no forward progress. Revelation #2: http://www.flickr.com/photos/bobfoldsfive/2596985632/

Sorry bobfoldsfive, I am using this image without permission because I can't seem to log in to Yahoo to ask for permission. Please don't be mad! http://www.flickr.com/photos/twid/410697715/ http://www.flickr.com/photos/mrjoro/89187454 http://www.flickr.com/photos/kkseema/2042946052 http://www.flickr.com/photos/seandreilinger/959010447 they

try

over

and

over

and

over http://www.flickr.com/photos/wwworks/3039389897 they seek patterns http://www.flickr.com/photos/table4five/2055458712 GAME Learning is not Linear.

Math Textbooks Are. Problem: - Raph Koster, A Theory of Fun On linear learning paths,

students often get stuck

because of one concept. Problem: the act of mastering a problem mentally FUN Problem: We give away the

"cheat codes" for the game (algebra) up front. boring some games just make games lame some games are more like puzzles and some games get it just right Designing and using activities where students learn new concepts by actively doing and reflecting on what they have done. The guiding principle is that instructors try not to talk in depth about a concept until students have had an opportunity to think about it first (Hastings, 2006). Inquiry-based Learning addition & subtraction of integers simplifying like terms

3x+4+2x-7 multiplication and division of integers solving

one-step equations

x+3=6 finding points that

fit x+y=5 absolute value

e.g. |-8| graph an inequality on a number line where do we want our students brains' to be? why did

you go in to teaching? AHA!

is the brain having fun 1 2 3 4 5 6 See if you can figure out Babylonian without the "cheat codes" a game is a delicate balance between

boredom

and frustration Nursery Math Scope and Sequence First Quarter

Full transcriptin theory,

but time-consuming in reality. http://xkcd.com/657 what if LOTR

was a textbook? How DO

children

learn? they

give

it a

try they push at boundaries "The brain is made to fill in blanks." - Raph Koster, A Theory of Fun We tend to LIKE something if we are able to "see" the patterns in it When this happens, we begin to "groove" in the patterns ... to seek them out and to expect them. the brain functions on three levels of thinking conscious thought mathematical

assigning values

making lists

recalling facts sorting and packaging integrative

associative

intuitive

"common sense" autopilot reflexes

running "scripts" a simulation or a formal system where choices and rules are important allows you to practice patterns and permutations of patterns games are exercises

for the brain as we learn the patterns,

we seek novelty and difficulty "Fun from games arises out of mastery. It arises out of comprehension. It is the act of solving puzzles that makes games fun. In other words, with games, learning is the drug." - Raph Koster, A Theory of Fun "Boredom is the brain casting about for new information. It is the feeling you get when there are no new patterns to absorb." Line Gem Flower Power Catch the Fly Factortris NLVM Circle Game http://nlvm.usu.edu/en http://bit.ly/9uhSJF http://hotmath.com http://funbasedlearning.com http://www.funbrain.com/ Math Baseball Multiplication "Game" http://www.softschools.com http://www.mangahigh.com Question that game designers ask themselves ...

- Dr. James Gee "the best instruction hovers at the boundary of a student's competence" - Andy diSessa, Cognitive Scientist [Video games] tend to encourage players to achieve total mastery of one level, only to challenge and undo that mastery in the next, forcing kids to adapt and evolve. - Dr. James Gee, University of Wisconsin

Wired Magazine, 2003 -Rath Koster, A Theory of Fun Tombstone City Munchman http://www.flickr.com/photos/dinah/239650274/ Babylonian

"Cheat Codes" 2 5 12 28 35 75 [ !?*!? ] 60 61 59 Think like a Babylonian http://gwydir.demon.co.uk/jo/numbers/babylon/index.htm Revelation #4: I can still play the video games I played when I was a child. Revelation #3: My students, some of whom can't seem to learn algebra, CAN seem to learn complex video games that require logic, memorization, and teamwork, and strategy. We've been trying all sorts of untested strategies to improve algebra outcomes for decades, with little or no forward progress. Revelation #2: http://www.flickr.com/photos/bobfoldsfive/2596985632/

Sorry bobfoldsfive, I am using this image without permission because I can't seem to log in to Yahoo to ask for permission. Please don't be mad! http://www.flickr.com/photos/twid/410697715/ http://www.flickr.com/photos/mrjoro/89187454 http://www.flickr.com/photos/kkseema/2042946052 http://www.flickr.com/photos/seandreilinger/959010447 they

try

over

and

over

and

over http://www.flickr.com/photos/wwworks/3039389897 they seek patterns http://www.flickr.com/photos/table4five/2055458712 GAME Learning is not Linear.

Math Textbooks Are. Problem: - Raph Koster, A Theory of Fun On linear learning paths,

students often get stuck

because of one concept. Problem: the act of mastering a problem mentally FUN Problem: We give away the

"cheat codes" for the game (algebra) up front. boring some games just make games lame some games are more like puzzles and some games get it just right Designing and using activities where students learn new concepts by actively doing and reflecting on what they have done. The guiding principle is that instructors try not to talk in depth about a concept until students have had an opportunity to think about it first (Hastings, 2006). Inquiry-based Learning addition & subtraction of integers simplifying like terms

3x+4+2x-7 multiplication and division of integers solving

one-step equations

x+3=6 finding points that

fit x+y=5 absolute value

e.g. |-8| graph an inequality on a number line where do we want our students brains' to be? why did

you go in to teaching? AHA!

is the brain having fun 1 2 3 4 5 6 See if you can figure out Babylonian without the "cheat codes" a game is a delicate balance between

boredom

and frustration Nursery Math Scope and Sequence First Quarter