Motivating students in mathematics through a process of different steps that will lead them to better outcomes in the subject. The results support the thesis because the students are learning different information about geometry to help them excel in the game and get to the end on the game board. It helps to build your understand how to recognize different shapes and angles that you would see everyday.
It will give students a better understanding about geometry which will further there knowledge on understanding how to use geometry in everyday life. The only real problem was getting the students to try and identify the angles that were given in the experiment.
Three subjects were used the trial of the game. They were recruited based on their knowledge of geometry. The conditions were set in a room where they had the game set in front of them to see how they would play the game without nay instructions. The demographics of the subjects had to be teenagers of any age.
I used a graph with trials of the three different players. The game was presented as a regular board game. The responses were measured based on the amount of questions they would get right, wrong or the questions that they passed on.
I didn’t really base the experiment off of a certain condition.
Playing the game with the players each player had their turn and I would record if they got the question right, wrong or if they passed on a question. I also recorded which player knew more information on the subject from the other players. The average person got about 20-25 of the questions right being that there were 30 questions total in the round.
Within the different groups the teens that were in high school and understood these questions were the ones that knew ore information about what the questions were asking and also the teens that knew just some information about the subject at least got about 30% of the questions right.
The game was trying to show the teens how much information did they really retain about geometry. The interaction in the game was among the people that were playing the game. It was in a playful setting even though it was a learning experience on its own.
Social and cognitive are the most affective by the game design. It worked out that they became a little competitive due to the fact that you had to reach a certain ending point in the game. The design plays the role of giving the players the thrill of a board game but also allowing them to something school related.
Three players play in the game at a time. The players interact competitively in the game.
The objective of the game is to answer as many questions right as you can so that you can move your game piece to the end of the game board, completing the trial. The game objective does enforce the learning objective because it helps the players reach to a certain point in the game.
There aren’t really that many rules to the game. The only rule may be that you have to pick one card up at a time before you can move your game piece. It complements the game because you cannot cheat by moving your piece ahead of another person without answering the question right.
The items in the game are the game pieces and the cards that you have to coincide with each other. Answering the question right are wrong exchanges whether your piece will move or not.
There may not be any conflict only of there if conflict between the questions that are being answered. It creates a place where the other person cannot cheat unless they figure out a way to move the piece without answering the question right. The game ends when the first person reaches the end block on the game board. There is no main character, but instead there are players that compete against each other.
My population of interest would fall around High School Sophomores. The age group would fall under 15-16.We would recruit them from class based on how well do in geometry. If they were not doing well, like really struggling then we would advise them to try something fun like the game that is being invited.
The students that have a 75% or higher on their test don’t need to play the game if they don’t want to. The students are diverse so there is no favoritism or singling out. The get motivate because they would probably get motivated from wanting to do better or earning a certificate saying you did excellent.
BRAINSTORM IN GEOMETRY
General Topic: Math is that common subject that most students just don’t get. Teachers try to make it creative but students lack the right attention span to want to really understand and learn the basic fundamentals. Geometry is one of the hardest subjects that students suffer with in math. The complicated part if having to deal with proofs.
The general topic of interest is motivation for students in mathematics and how we can help to improve their motivation to learn. There need to be a way that we can reach our student to make them want to learn and be happy with doing it on there own.
Work in the field: Looking up different articles for this particular topic it was hard to find many outputs but there was some information that was helpful toward the incite of this topic.
In this game it was interesting because you were playing a pipe worker and you needed to budget out how much money it would cost to lay the pipe out and you had to lay it out without hitting any bumps in the path. It was interesting that the boss was down your back about putting the pipe down but you also had to strategize the right path so that you can please the boss and the protesters. The only thing that got annoying was how the protesters were now in the way of possible pathways and you could only afford to hit them once without doing any serious damage to your path. I like that you had a rush in this game. It was testing you and if you came out successful the paths would just get harder and harder. This was a great game for strategy.
Motivating students to do mathematics.
Most kids who suffer in mathematics need ways on how to get better at it.
- I am studying how to try and motivate students to do better in mathematics.
- My study is socially relevant because there are so many people that suffer in mathematics and if I can try to find a way that will help them to be more motivated in trying more, then mathematics can be something that is an easier subject for these students.
- The process between such a hard subject and the motivation of students is a challenge. So I am going to try and figure out what process they would have to go through to better understand the subject and continue to make the subject more prominent in life.
- My study will address the reasoning behind why the lack of motivation in math is not looked at more in students. In schools today if you don’t get it then you have to figure things out on your own. Math is something that we deal with in everyday life, so if you don’t have the basics down then you wont understand the subject as a whole.
- Thesis: Motivating students in mathematics through a process of different steps will lead them to better outcomes in the subject.
The scenario for this game was a high school teenager’s life. The objective of the game was to go through a number of different scenarios trying to get him to make different choices for the end of his project. The game wanted you to go between good and bad choices and see what lane the good choices would take you down and the same for the bad. I enjoyed playing this game even though I wish there was more interaction in the game. You could play different characters, which consisted of all the friends that went to the high school. I liked that you could relate to some of the decisions that he had to make in the game. It was almost like living through him in the game. The exact lay out was the kind of situations that you would deal with if you had a project in high school to get through, but also had other extra curricular activities that were as important to you.