14 Matching Annotations
  1. May 2019
    1. t root, the player is tasked with learning a combination of actions and responses. The game does one thing. The player responds with another. In order to beat the game, the player needs to master the system.

      This is similar to working out math. You have to learn it, understand it, and master it. If put into a game format to where students are more attentive, it will be beneficial to their motivation.

    2. Good math games are like mathematical instruments. They are sophisticated digital manipulatives that are able to provide instant feedback. Just playing with a great math game will teach you something about numbers. Just fiddle with it and you’re already doing math.

      This is true! Another form of learning. Since math games is able to provide feedback, it can give student's a better response to their work. This is very useful when the classroom has independent studying times.

    3. The underlying assumption of an education system that relies so heavily on test-based assessment is that content is what matters. We even call it "subject matter." In some ways, it's true that content matters -- as long as we interpret the language so that ‘matters’ is used as a verb. Understand that “what matters” is that which is in the process of matter-ing, the process of becoming matter. What matters is what can be understood as a material, what is measurable, what is quantifiable, what is matter.

      Part 2 of Jordan Shapiro article. I believe this area is useful since it highlights the assumptions of the education system. The content is what matters, not necessarily always given in the form of tests, essays, or handouts;

    1. In this guide, we show how to apply games to math and humanities education, as well as how games can facilitate interdisciplinary learning.

      Did a skim, great resource to get started in integrating games / finding games for the classroom.

      This serves to my research by explaining the types of facilitation in a classroom and the experiences.

    2. These are fun, playful games that don’t "teach to the test," but do align directly with state standards.

      I believe this note highlights well that not all classrooms will be the same and that there is flexibility in each lesson.

      This reminded me to think that not all classrooms will be the same or offer the same experience. As a reminder, the sentence serves as a motivation to make a classroom genuine to your student's learning experience.

    3. The cost of using any kind of new tool in school can be prohibitive, but for educators who want to make it happen, trying free games is a great first step.

      This paragraph provides a good arching theme that teachers experience within their classroom. Lack of resources. However, there are free things in the world that are a good use, we just got to find them. Then work our way up to find better resources.

      This can serve as a quote from this article as a reminder for the things teacher experience in a classroom.

    4. It’s a matter of changing tactics and presumptions: games can be integrated into everyday curricula because they enable teachers to present academic concepts in a contextualized, experiential way.

      I think this sentence serves well in anything we do in a classroom. The way we approach a lesson can determine the beneficial factors that students can take with them. Another important is the integration of technology within the classroom. This way, students have a study of play where they can experiment and learn.

      I think this is important to my inquiry because the statement offers something that is valuable about time and classroom integration.

    5. same subject area from a different perspective.

      Different approach might help fit the curriculum better. The website offers different perspective to play with.

    6. Games in the Classroom: Overcoming the Obstacles

      I noticed when reading this article, the percentage was rank from highest to lowest. I think that is great in terms of organizing information for the readers.

    1. Engaging in this way reminds her that getting stuck is part of the process, and coaching other people through those emotions serve the dual purpose of reminding herself to stick with it too

      Speaking of process earlier, we have to remind students that math is a journey and is not an instant answer. I believe with this piece of information, we can tell student's its ok to be stuck but keep going.

    2. Danforth thinks of math circles as an opportunity to experience what it means to be a mathematician,

      What about having this idea of a math circles with students? Can that help shed light for students who struggle in math or even a math problem? I think this could be a useful concept to integrate into the classroom and let kids think beyond.

    3. helped her think of math as primarily about problem solving. “That new definition of math allows more people to be good at it,” she said.

      I relate to this statement very well. Because a lot of times when we think of a math class, we do not like it because it's hard and we can't get it. It should be more about the problem solving approach and how one can improve their process every time when tackling math.

    4. While groups are often working on the task from different directions or entering at different levels of understanding,

      This quote brings perspective to us as teachers and the students. That there are different levels of understanding. It adds well into her anecdote from the quote before.

  2. Apr 2019