A series of educational games and animations focusing on key concepts in math learning. Produced in collaboration among mathematics educators, mathematicians, learning specialists and game developers, Math Snacks supplements instruction by making math more accessible and conveying topics in a creative, visual, and applied ways. Each of the modules aligns with Common Core Standards and is accompanied by teacher and learner guides, a teaching protocol, and an instructional video.
Published in Chapter:
Transforming Mathematics Teaching through Games and Inquiry
Karin Wiburg (New Mexico State University, USA), Barbara Chamberlin (New Mexico State University, USA), Karen M. Trujillo (New Mexico State University, USA), Julia Lynn Parra (New Mexico State University, USA), and Theodore Stanford (New Mexico State University, USA)
Copyright: © 2016
|Pages: 26
DOI: 10.4018/978-1-5225-0120-6.ch003
Abstract
This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer camps. Via this multi-faceted participation, teachers experienced a change in their understanding of how digital tools can connect with inquiry-based pedagogy, mathematical content and pedagogical knowledge to facilitate successful learning for students. Teachers began to approach multimedia and games as part of an inquiry-based pedagogical approach for mathematics learning, rather than seeing games as tools for student practice after learning a concept.