Abstract: "Together, brain science and learning design inform Adaptive Interaction Design (AID), a technique for curriculum planning and development. Mathematics is a particular case in which AID can help. The Way of the Game is vital to learning design. There are many definitions of "game." Here, we mean game to be the means by which spontaneous play becomes responsible learning. That innovative games figure as the centerpiece of many 21st century curricula is no accident. Games are a critical element in modern theories of learning design especially when related to insights from neuroscience and online learning/teaching methods. But beyond simple gamification, can games provide the disruptive transformation to mathematics education that is required to effect substantive and sustainable improvement? Can we game the educational system to ensure students' success in mathematics? To find out, we will look at the AID process and two sample products for the development of mathematical thinking and practice based on the Way of the Game."
Abstract: "This research seeks to look into the design process that promotes the development of an educational computer
game that supports teaching and learning processes. The research specifically looks at the design of an educational
computer game for teaching and learning of the topic of functions. The topic is essential in the teaching and
learning of Mathematics courses such as Discrete Mathematics, Real Analysis and Calculus among others at Jomo
Kenyatta University of Agriculture and Technology (JKUAT) Kenya. The computer game was developed using the
Basic Unified process (BUP) which is a streamlined version of the rational unified process (RUP). This is an object
oriented methodology mostly used for small projects with few end users. Due to the few numbers of end users we
used interview method of data collection to gather requirements for the computer game. A paper prototype was
used to validate the requirements. Use cases were used for both analysis and design of the game while Class
diagrams and activity diagrams were purely used for the design of the game. Owens' six top level design anatomy
aided in the design of the computer game. The overall computer game design was based on Crawfords' computer
game design sequence model. The well designed and developed game met all its user requirements and was able
to facilitate the teaching and learning of functions to Bachelor of Science in Mathematics and Computer Science
students who were taking Discrete mathematics in their first year of study at JKUATs' Taita/Taveta campus.
Development of heuristics for measuring interest, fun and motivation are recommendations given to aid in the
evaluation of user satisfaction of educational computer games."
"This paper describes a research project on Year 3
primary school students in Malaysia in their use of computer-based
video game to enhance learning of multiplication facts (tables) in the
Mathematics subject. This study attempts to investigate whether
video games could actually contribute to positive effect on children's
learning or otherwise. In conducting this study, the researchers
assume a neutral stand in the investigation as an unbiased outcome of
the study would render reliable response to the impact of video
games in education which would contribute to the literature of
technology-based education as well as impact to the pedagogical
aspect of formal education. In order to conduct the study, a subject
(Mathematics) with a specific topic area in the subject (multiplication
facts) is chosen. The study adopts a causal-comparative research to
investigate the impact of the inclusion of a computer-based video
game designed to teach multiplication facts to primary level students.
Sample size is 100 students divided into two i.e., A: conventional
group and B conventional group aided by video games. The
conventional group (A) would be taught multiplication facts (timetables)
and skills conventionally. The other group (B) underwent the
same lessons but with supplementary activity: a computer-based
video game on multiplication which is called Timez-Attack. Analysis
of marks accrued from pre-test will be compared to post- test using
comparisons of means, t tests, and ANOVA tests to investigate the
impact of computer games as an added learning activity. The findings
revealed that video games as a supplementary activity to classroom
learning brings significant and positive effect on students' retention
and mastery of multiplication tables as compared to students who rely
only upon formal classroom instructions."
Review of free site for math educators which includes time-saving features aiding in assignment and student help, also adhering to Common Core standards.
by dr. sarah-marie belcastro, "You might wonder why one would want to knit mathematical objects. One reason is that the finished objects make good teaching aids; a knitted object is flexible and can be physically manipulated, unlike beautiful and mathematically perfect computer graphics. And the process itself offers insights: In creating an object anew, not following someone else's pattern, there is deep understanding to be gained. To craft a physical instantiation of an abstraction, one must understand the abstraction's structure well enough to decide which properties to highlight. Such decisions are a crucial part of the design process, but for the specifics to make sense, we must first consider knitting geometrically."
"Research has been conducted on how to aid blind peoples' perceptions and cognition of scientific data and, specifically, on how to strengthen their background in mathematics as a means of accomplishing this goal. In search of alternate modes to vision, researchers and practitioners have studied the opportunities of haptics alone and in combination with other modes, such as audio."
A large maths worksheet site where you can create sheets for a range of primary and secondary topics. [Be aware - site contains advertising and pop-ups]
http://ictmagic.wikispaces.com/Maths
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