esa region 2 summer symposium 2009 a dozen websites & math games for middle school students

ESA Region 2Summer Symposium 2009

A Dozen Websites & Math Games for Middle School Students

The Advantages of Interactive Websites…

Interactivity was associated with learning achievement and retention of knowledge over time. (Stafford, 1990)

People learn the material faster and have better attitudes toward learning the material when they learn in an interactive instructional environment. (Bosco, 1986; Fletcher, 1989, 1990)

Knowledge was enhanced with CAI curriculum, due to the quick feedback offered to the learner, and by the active learner participation required in navigating the curriculum (Hasty, 1993).

Why do math games work?

Social interaction Immediate feedback

The technology continium

Ease Enrich Extend

Be strategic:

Target particular strategies and skills; Monitor for appropriateness; Tap students' interests; and

Look for Choice, Chance, Challenging Strategy, & Competition or Collaboration.

What makes math games academic

enrichment?

Engage in mathematical thinking

Have mathematical conversations

Gain fluency

Develop problem solving strategies

Go to our wikihttp://patbruinsma.wikispaces.comA Dozen WebsitesOpen and minimize

Fun Brain/Math Brain

Progressive games 6th grade or 7th-8th

grade review Entertaining “Math arcade”

www.funbrain.com

Factor BINGO!

http://media.emgames.com/emgames/demosite/playdemo.html?activity=M2A070&activitytype=dcr

Must have Shockwave Over 20 interactive games and

lessons Offers print outs for homework or

independent practice Printable prizes

The Maths File Game Show

The Maths File Game Show

Builder Ted—ordering numbers Bathroom Tiles--reflection,

translation, rotation Equation Match---solving

equations Data Picking---frequency tables Planet Hop---coordinate plane &

equation of a line Late Delivery---evaluating

expressions

www.bbc.co.uk/education/mathsfile/index.shtml

Brain Popwww.brainpop.com

For fee for full access Let’s look at Free movies

Free Movies Math free movies

IlluminationsIlluminations

http://illuminations.nctm.org/tools/isometric/isometric.asp

Isometric drawing toolPerspectives---top, side, front views

Color creativity

Billy Bug

• Coordinate plane• Graphing points• Easy

oswego.org/ocsd-web/games/BillyBug2/bug2.html

7.A.3.1: Application: Students are able to identify and graph ordered pairs on a coordinate plane and inequalities on a number line.

THINKFINITY

thinkfinity.org

Pack Your Bags!Problem Based Learning – Middle level“Studying abroad can positively and unequivocally influence the career path, world-view, and self-confidence of students,” claims Mary Dwyer, Ph.D. and Courtney Peters, authors of the article, “The Benefits of Study Abroad”. Have you ever wondered what it would be like to be immersed in the country you study in your foreign language class? Well then, pack your bags and get ready to exchange your American money for some foreign currency! As part of the World Language program, many schools afford

students the opportunity to advance their studies and travel abroad. In efforts to get this kind of program at our school, the principal is looking for student proposals on where to travel. In order for your trip to be considered, you must research a foreign country and devise an economical eight-day travel plan that takes into account: transportation, housing, food, and activities for thirty students. The proposal must also be converted from U.S. dollars to the currency of the chosen country.

National Partnership for Quality Afterschool Learning – 24 Game

Video – 24 Game

http://www.sedl.org/afterschool/toolkits/math/pr_math_games.html

Another Option for 24…IntegersAdvanced skills

BBC - Skillwise

www.bbc.co.uk/skillswise/numbers/measuring/perimeterareaandvolume/arearectangle/index.shtml

Seeing Math • Resources

• Tree Secondary Math Interactives• Plop It!

http://seeingmath.concord.org/resources.html

7th Grade Math Jeopardy!

Remember…

It must be remembered that the purpose of education is not to fill the minds of students with facts…

it is to teach them to think.~ Robert M. Hutchins

When planning, consider … Academic needs Age- & ability-appropriate

activities, games Timing Set-up Grouping Assessment/record keeping

Ongoing Assessment/Evaluation

Listen for understanding

Look for engagement that reflects skill appropriateness

Ask open-ended questions

Collect evidence of success that reflects skill, concept development

Give genuine praise

CATEGORY Exemplary Proficient Partially Proficient Incomplete POINTS

Knowledge of the key aspects of the simulation or game. (significant events, key characters, division of labor, resources needed, and problems to be solved).

3 points 2 points 1 point 0 points

Identified more than 5 significant aspects in each of the categories of the game

Identified between 5-3 significant aspects in each of the categories of the game.

Identified less than 3 significant aspects in each of the categories of the game.

Could not identify any significant aspects of the game.

Ability to understand and communicate the rules of the game


Fully articulated all rules and knows where to verify rules.

Understood the majority of the rules and knows where to find the rules in question.

Understood a few rules and does not know where to find the rules in question.

Did not understand the rules of the game nor where to find the rules of the game.

Ability to construct a variety of question types to help solve game problems


Correctly constructed at least 5 knowledgeable questions in several different types. For example, closed or multiple choice, true or false, and analytical or evaluative questions.

Correctly constructed between 3-5 knowledgeable questions in several different types.

Correctly constructed less than three knowledgeable questions that are the same type.

Unable to construct knowledgeable questions.

Ability to locate and select relevant information from a variety of sources to solve game problems


Located and selected a wide range of relevant information from a variety of sources that will help solve game problems.

Located and selected relevant information from a few sources that will help solve game problems.

Located a limited amount of information. Some were not relevant to the game.

Unable to locate relevant information.

Use of creative thinking strategies in the game-making or problem solving challenge


Used a large number of original ideas and strategies to solve the game challenge.

Used several original ideas and strategies to solve the game challenge.

Rarely used original ideas to solve the game challenges.

Did not use any original ideas to solve the game challenges.

Ability to act on constructive feedback 3 points 2 points 1 point 0 points

Readily adapted changes when new and relevant ideas and new information was presented.

Made changes with some encouragement. Hesitated to make changes when new and relevant ideas and information are presented.

Did not consider new and relevant ideas and information.

Group/partner teamwork 3 points 2 points 1 point 0 points

All team members contributed equally to the activity’s objective.

Assisted group/partner in the activity’s objective. Finished individual task, but did not assist group/partner during the activity.

Contributed little to the group effort during the activity.

TOTAL POINTS /21

Assessing Student Learning in Virtual Simulations and Serious Games

Keep in mindYou have great resources:

ESA2 Lending LibraryMath Counts Coaches

http://patbruinsma.wikispaces.com

Questions?Reflections?Comments?

Pat Hubert & Pat BruinsmaESA Region 2

esa region 2 summer symposium 2009 a dozen websites & math games for middle school students

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