Math, Fun, and Games?: Yes Way!

Todays Learners
Students are living and learning in an age of new media where they give constant attention to the latest scoop on TV, the hottest music for their iPods or newest games for their game systems, instantaneous updates in the online communities and social networks, and, they have mobile apps to manage all of these interests simultaneously. Students are constantly (an average of 7.5 hours a day!) interacting with media more than ANY other activity besides (maybe) sleeping, according to a popular report, compiled by the Kaiser Family Foundation. This age of new media also implies an implication to teaching and learning. Traditional methods of teaching may not be engaging today's learners who are used to these interactive platforms. Since these new media forms have altered how youth socialize and learn, how are we altering how we teach?

The Benefits
Some teachers and parents have turned to educational games to cater to the interests of students growing up in this new digital age. They can easily locate free online games to meet the interests of their students. There are many benefits to using games as part of math instruction. Some popular reasons are: Increases curiosity and motivation Establishes a sense of community Creates a student-centered learning environment Reduces anxiety in the mathematics classroom Allows for cooperative learning opportunities Inherently differentiates learning Builds strategy and reasoning skills Reinforces mathematical objectives Engages individual learners simultaneously Teaches life skills

Evaluating Math Games

While we may jump at the opportunity to use math games as a way to engage todays learners, we must still be careful in evaluating them as effective means for teaching and learning. Some questions that might help you determine the value of a math game follow: Is there variety in the mathematical tasks? If you play the same game over, will you be asked different questions? Are there different pathways to the end? Are there opportunities to develop strategy while engaging in NCTMs Process standards problem solving, reasoning and proof, communication, connections, and representation? Is there a combination of chance and choice in the game? That is, are there both a random component (rolling a dice, drawing a card) and an opportunity to make a decision? Is the competition positive and non-threatening? Is there embedded scaffolding? If a player gets stuck, are there hints ? Are there suggestions to integrate the game into the classroom? Are there follow-up questions for teachers? Is there a way for teachers to track student progress? Is the length of play appropriate for classroom use?

Was the math situated in a meaningful context? Does the game promote deeper understanding of mathematical concepts that is meaningful to the student? Do the students feel empowered and in control? In other words, do decisions have clear outcomes? Was clear feedback provided during each tu rn? Was the computation of scoring clear? Does the game encourage social play? The three Cs of game -playing are: competition, collaboration, and communication. Even one-player games can spark rich discussion of strategy.

Some Games
You might be interested in some of the following games for classroom use. They are labeled ELEM, MS, or HS to sort them easily for the appropriate grade band. The Game of 9 Cards from MTMS, online as Deep Sea Duel from Illuminations (MS) Number Twins, an online game from Primary Games (ELEM) The Product Game from a Unit of Lessons in Illuminations, online as Times Square fromCalculation Nation (upper ELEM & MS) Dice Wars, an online game from Hooda Math (MS & HS) Rock n Roll Roadtrip, an online game from Arkansas Educational Television Network, featured on STEMCollaborative.org (MS) Scale Factor X, an online game from Math Playground (HS) Railroad Repair, an online game from Cyberchase, part of PBS Kids (ELEM) Civiballs from Coolmath (upper ELEM, MS)