Did you know ……. 12
+ 3 – 4 + 5 + 67 + 8 + 9 = 100 !!! and there is at least one other way of representing 100 with all nine
digits in order. Can you find it?
Why play games in the classroom?
Overview
This page is really for teachers so if you’re a pupil
you are welcome to read this, but you probably want to get to the Activities
page!
One of the best analysis of
the rationale of games in the classroom can be found on the excellent web site
of the Centre for Innovation in Maths Teaching (CIMT http://www.ex.ac.uk/cimt/res2/gameclas.htm
Below
is a brief summary of the main reasons to play games in a classroom.
Why games?
How
can games be used to further mathematical education? This question has to be
addressed and answered if we are to devote time and resources to playing games
in the classroom. Let us first look at some questions which players might pose
to themselves on settling down to play a game, and the mathematical heading
under which we might class such a question -
|
Form of
question: |
Mathematical
heading: |
|
1. "How do
I play this?" |
Interpretation |
|
2. "What is
the best way of playing?" |
Optimisation |
|
3. "How can
I make sure of winning?" |
Analysis |
|
4. "What
happens if . . . ?" |
Variation |
|
5. "What
are the chances of . . . ?" |
Probability |
Given
a chance to develop answers to questions like that could lead to statements commencing
as listed below, together with the mathematical idea being covered in such a
statement –
|
Form of
statement: |
Mathematical
idea: |
|
6. "This
game is the same as . . ." |
Isomorphism |
|
7. "You can
win by . . ." |
A particular
case |
|
8. "This
works with all these games . . ." |
Generalisation |
|
9. "Look, I
can show you it does . . ." |
Proving |
|
10. "I
record the game like this . . ." |
Symbolisation
and Notation |
Of
course, none of it is as clear cut as that tabulation seems to suggest. Broadly
speaking though, the first five do cover the implicit mathematics that can go
on when these games are played, while the second five suggest the opportunities
offered in seeking responses and making them explicit. Not all games offer all
these possibilities, just as not all pupils are capable of dealing with them,
but the potential is
Now
all the above seems a little analytical and best to simply note that playing
games is one of the most powerful ways of learning. There are 3 main reasons for playing games in
the classroom:
there
is usually some mathematics present
pupils
motivation and interest is high
from
analysising a practical activity, pupils can gain a deeper understanding of the
activity
Another
excellent site which explores using games to aid the teaching of mathematics
can be found at:
www.bbc.co.uk/dna/h2g2/A798221
This
site covers many of the points above and points out that Earnst (1986) claimed
that the success of mathematics teaching depends to a large extent on the
active involvement of the learner and playing games demands involvement!
So
give them games and let them enjoy and learn!