WHY GAMES??

CATALINA W

ORDEN

AND

RENAE KRAMER

ABE SUMMER INSTITUTE

AUG. 15, 2

012

NUMERACY

“An array of mathematically related proficiencies that are evident in adults’ lives and worthy of attention in adult education settings.” It engages with life’s diverse contexts and situations. (Ginsburg, Manly, & Schmitt).

“The a

bility t

o unders

tand an

d

work w

ith numbers

” (Nou

n).

Oxford

Diction

ary.

MATH GAMES

WHY GAMES? Address the Levels of Knowing

Math Incorporate varied learning

styles Force the usage of mathematical

reasoning Aid Constructivist teaching Motivate, enthuse, and increase

students’ comfort Develop problem solving

strategies

OBJECTIVES Teachers will observe and practice

aligning a strategy game with the Levels of Knowing Math as well as tailoring them to students’ learning styles.

Teachers will recognize the validity of using games to improve numeracy skills and problem solving strategies.

Levels of Knowing Math

1. Intuitive Every new fact is introduced as an extension of something the student already knows.

2. Concrete Every new fact is presented through a concrete model.

3. Pictorial The model of the new fact may be sketched or illustrated.

Levels of Knowing Math

4. Abstract The new fact is recorded in symbolic form.

5. Application The student is able to apply this learned concept to a situation.

6. Communication The student is able to convey knowledge to another student, reflecting in embedded understanding in the highest level of learning.

• Start in corner. • Order : b , y , r , g .

• Expand toward center. • Each p iece p layed must touch

on ly at the corner o f i t s own co lor, not a long edge.

• Different co lors may touch a long edges .

• La id i s p layed. • Each square i s worth 1 po int

once p layed.

GAME CONNECTIONS 1. Which problem solving strategies are you using?2. How are you connecting Blokus to the levels of knowing math?3. Which Learning Styles are you using?

WAYS BLOKUS PROMOTES NUMERACY

• Multiplication• Addition• Calculating score• Area• Perimeter• Plotting points• Pythagorean Theorem• Volume• Estimation

PROBLEM SOLVING STRATEGIES

• Draw a picture or diagram*• Make a list or table• Guess and check*• Simplify; substitute smaller or rounded

numbers*• Look for a pattern*• Work backwards*• Act it out*• Use a formula• Eliminate*

GUIDED PRACTICEHow can you connect your game to

each Level of Knowing Math?• In pairs, pick one game and a

corresponding math topic and align them to all Levels of Knowing Math.

• When time has expired, report on 1 level (of our choosing) to the whole group.

QUESTIONS??

Southwest ABE - Granite Falls Region

Catalina Wordenwordencatalina@gmail.com

Renae Kramerkramerr2045@gmail.com

LINKS TO ADDITIONAL RESOURCESTo apply for MNI ‘13

http://www.atlasabe.org/professional/math-and-numeracy) until August 31, 2012.

Learning fractions game: “Refraction”centerforgamescience.org/site/

Reasons for “Why Games”http://www.mathgoodies.com/articles/manipulatives.html#.UCG4O3snQk4.mailto

“One real life application of numeracy I can use from games in my class is….”