Educational mathematics game models tend to be simplistic because they are target-oriented. This paper aims to show how game models that facilitate discovery and analysis can be…
Abstract
Purpose
Educational mathematics game models tend to be simplistic because they are target-oriented. This paper aims to show how game models that facilitate discovery and analysis can be derived from successful implementations already existing in the popular culture.
Design/methodology/approach
Based loosely on Rivera’s Toward a visually-oriented school mathematics curriculum, the analysis combines perspectives from psychology, the graphic arts and object-oriented technology to illustrate the depth and breadth of mathematics in a popular commercial.
Findings
This paper offers an cross-disciplinary justification for expanding curricular resources beyond traditional alphanumeric metonymies. Illustrations show the mathematical concepts underlying the commercial structure as well as the multimodal, sensuous, semiotic aspects.
Research limitations/implications
This analytical approach is intended to precede development of game mechanics. It is focused on expanding the psychology of mathematics beyond the metonymic, canned problem approach and toward more dynamic examples.
Practical implications
Games based on real examples from popular culture can provide learners with an answer to the following question: When will I ever use this in real life?
Social implications
The philosophy here is that learners will be excited and challenged by engaging real-life mathematics. The issue has always been that people cannot imagine what they have never seen, and this approach gives them a way to see the math in action, answering Rivera’s question, “Can we make a game based on visualizing the mathematics” with a resounding “Yes!”
Originality/value
This paper offers a fresh approach to designing games for learning mathematics.
Details
Keywords
The purpose of this paper is to show how one instructor used an integrated collection of technological and cognitive tools that consistently led to student success. Educators…
Abstract
Purpose
The purpose of this paper is to show how one instructor used an integrated collection of technological and cognitive tools that consistently led to student success. Educators today struggle with the need to improve student success in a dynamic and increasingly technological world. Learners need to master more, more quickly and educators need to upgrade their skills to meet these needs.
Design/methodology/approach
This vision-based research design focused on the goal that all students can succeed. The design took the non-traditional approach of separating pedagogical models that worked from those that did not. The objectives were achieved by successively improving the pedagogy. The components of the final model were evaluated using multiple regression to determine individual and summative effectiveness.
Findings
The pedagogical model designed around the goals of allowing adequate time for scaffolded acquisition and increasing skill development demonstrated consistent student success in the A and B grade range.
Research limitations/implications
A sophisticated knowledge of the issues involved underlies the actualization of this research. The success of the approach will be determined by the author’s ability to enable the method to function on its own.
Practical implications
With the increasing sophistication of teaching and learning tools, opportunities arise for more detailed and complex pedagogical analyses.
Social implications
With improved pedagogies, more students will succeed.
Originality/value
Using Microsoft® Excel® for evaluation of a pedagogical model that is also quantitatively analyzable.