Brooke Chandler Mini-Course
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Gaming in High School Mathematics
How engaged are your students in their math assignments?
Do you feel that they are engaging in critical inquiry or focused on fulfilling requirements?
How do you help them understand and participate in learning foundational math skills?
This course is for current or future middle or high school mathematics teachers, who are interested in the results that gaming can have when integrated into a mathematics classroom, whether the instructor plays games already or not! This fully online course will explore the theory, research, and practice of games within a math course, with a particular focus on how games can create a hands-on curriculum for kinesthetic learners. Furthermore, the course aims to:
- Inform how game design principles can enhance a well-designed curriculum
- Evaluate learning outcomes with digital contexts
- Identify good learning games for several math curricula
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Entire schools are being designed around game-based learning to not only engage students in the learning process but also allow teachers to assess students in real time and provide feedback on learning experiences immediately. Quest to Learn in New York City has 9th-grade students in Algebra modeling the mathematics they learn through their very own business plans. The semester-long project culminates in a presentation to a professional judging board where students’ business proposals will be put to the test. Through researched evidence and descriptive data, students will be able to prove why their ideas are the best mathematically! Common Core Regents preparation will be integrated into classwork throughout the semester to ensure student achievement in June.
Being an avid gamer is NOT a prerequisite for this course. In fact, I don't classify myself as an avid gamer, but I do see the benefits of using games and designing classes around games.
However, participates in this course will benefit from having a math education background and having an open mind.
This course will be run using some design elements from games, as it makes sense to learn about game-based learning through a game-based course. I wanted to bring in some of the basic elements of games that support learning but aren't generally used in classrooms. In this class, every student comes in at Level 0, with 0 experience points, and has to earn their way up. This game involves three levels with three rounds each. To earn experience points, you complete assignments or missions in each round. Different missions earn different points and the amount of points earned is determined by me. Each round will provide required missions and optional missions. The more points earned, the higher the grade.
Who are you?
It is always important to know your students. Online classes make it harder for student-teacher relationships to form but I can get to know a little about you through this first assignment.
Course Outline & Unit Descriptions
Ready to start? 3...2...1...GO
Objective: Given a curriculum, the educator will be able to identify 2-3 game design principles used within the curriculum.
Required Points: 11
Optional Points: 4
Objective: Given a game, the educator will be able to evaluate 2-3 learning outcomes from the design.
Objective: The educator will be able to state 3-5 learning games to add to their math curricula.