A Structured Framework for Using Games to Teach Mathematics and Science in K-12 Classrooms
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| Title: | A Structured Framework for Using Games to Teach Mathematics and Science in K-12 Classrooms |
|---|---|
| Language: | English |
| Authors: | Williamson, Keith M., Land, Lee, Butler, Beverly, Ndahi, Hassan B. |
| Source: | Technology Teacher. Nov 2004 64(3):15-15. |
| Availability: | Publications Department, International Technology Education Association, 1914 Association Drive, Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; Web site: http://www.iteaconnect.org. |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teaching Methods, Mathematics Instruction, Science Instruction, Games, State Standards, Elementary Secondary Education |
| Geographic Terms: | Virginia |
| ISSN: | 0746-3537 |
| Abstract: | The notion of using games to engage children in learning activities is not new. Instinctively, kids create games to help them make sense of the world around them. Mostly, they play rules-based sports games, where they interact according to specified rules of engagement that determine the behavior of players and the results of their interactions. Beyond these rules-based games, children also participate in "pretend games," where they mimic the behavior of adults and explore the implications of rules and the roles in society. There is no doubt that one way to generate children's interest in mathematics and science is through their favorite activities or games. To a great extent, the classroom environment can be compared to a game. First, there are rules to define acceptable conduct for participants (teachers, students, and others) and outcomes, which determine successful and unsuccessful behavior. Traditionally, these outcomes were restricted to students (pass, fail, A, B, C, etc.), but recently outcomes are directed at teachers and school administrators, who are now accountable for student achievement in the form of legislation such as the Virginia Standards of Learning, where school designations are issued (accredited, accredited with warning, or needs improvement). In this article, the authors discuss ways to incorporate games to teach mathematics and science in K-12 classrooms. |
| Abstractor: | ERIC |
| Number of References: | 15 |
| Entry Date: | 2005 |
| Accession Number: | EJ708271 |
| Database: | ERIC |
| Abstract: | The notion of using games to engage children in learning activities is not new. Instinctively, kids create games to help them make sense of the world around them. Mostly, they play rules-based sports games, where they interact according to specified rules of engagement that determine the behavior of players and the results of their interactions. Beyond these rules-based games, children also participate in "pretend games," where they mimic the behavior of adults and explore the implications of rules and the roles in society. There is no doubt that one way to generate children's interest in mathematics and science is through their favorite activities or games. To a great extent, the classroom environment can be compared to a game. First, there are rules to define acceptable conduct for participants (teachers, students, and others) and outcomes, which determine successful and unsuccessful behavior. Traditionally, these outcomes were restricted to students (pass, fail, A, B, C, etc.), but recently outcomes are directed at teachers and school administrators, who are now accountable for student achievement in the form of legislation such as the Virginia Standards of Learning, where school designations are issued (accredited, accredited with warning, or needs improvement). In this article, the authors discuss ways to incorporate games to teach mathematics and science in K-12 classrooms. |
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| ISSN: | 0746-3537 |
