Category Archives: Project 8

Project 8- ProjectFINAL

Speed Into Math

United States has implemented the Common Core Standards, which will aim to better prepare students from K-12 for higher education. Children in Elementary school are required to learn to add, subtract, multiply and divide. Children in Middle school learn ratios, rates and proportional relationships. Meanwhile in high school children are to solve equations. Not only are students require to learn and practice for Common Core in school, but making the learning environment more fun and engaging for students to learn may help them be encourage in practicing for Common Core test.

Learning Objective:
The game is trying to teach students the concept of math, and their area of struggle. To analyze each word problem to identify the given information and to develop strong problem solving skills. I am making a game that is suitable for beginners and non beginners who are just starting to become familiar.
They are to solve math problems along their way.

Using mathematical games is a great way to improve students critical thinking and math skills.
Playing games encourages strategic mathematical thinking, as students find different strategies for solving problems and it deepen their understanding.
When playing the game repeatedly, it supports a student development of computational fluency.
Games gives students the opportunity to practice, often without the need for teachers to provide the problems. Teachers are able to observe, and work with individuals or work in small groups with students.

Formal Elements:
Number of players: 2-4 players may be engaged in the game. Players might act competitive.
Game Objective: The primary objective of the game is to reinforce the learning objective.

Rules and Procedures:
The rules of the game is each player begins at start.
Your goal is to reach to the finish line.
Each player is required to roll a dice.
You will move your game piece based on the number your dice land on.
If your game piece lands on a pick a card, you are to grab a card from
the math deck and solve it.
MATH DECK: (MADE BASED ON MATH TOPIC ex. Fractions, number operations, word problems. THAT WAS CREATED BY THE PROFESSOR )
If their answer is correct you move forward 3 times
If their answer is wrong you move back 2 times
Your goal is to get to the finish line.

Boundaries: The game prevents players from behaving frustrated
because of the struggle you might have with word
Problems or question. To prevent frustration , you may seek help from other
players. If you and your partner solve it correctly, you can both move forward 5
times and if wrong move back 2 times.

This game will mainly focus on developing critical thinking, problem solving and analytical skills, students will need to be successful. For
example the category of math can be fractions. Students will work on fraction problems. Fractions is broad topic that is difficult to learn among young children. The difficulties lies between conceptual and procedural knowledge. Students will focus on numerators or denominators as separate numbers rather than thinking of the fraction as a single number. Another difficulty is children identifying the procedure and how they came up with the answer. The material that will be used to design this game are the Common core standards.

The conflict between players are maintained, each player is to focus on reaching to the finishing line by solving word problems.

Boundaries: The game prevents players from behaving frustrated because of the struggle they might have with word problems. To prevent they may seek help from other players. if they solve it correctly they move forward 5 times and if wrong they move back 2 times.
the game is competitive

Dramatic elements:
Students motivation is to get their superhero to the finish line

Challenges:
challenges represented to the player are the word problems.
The skills the player will learn to master is analyzing word problems and being able to develop strong probem solving skills

Functionality:
The game is functional and complete.

Fun:
The game is engaging and the elements supports engagement to learning. The math deck are based on the area of struggle and grade level.
_____________________________________________________________

Project 8- FINAL POSTER

My site is not letting me upload my power point in my blog, it is not giving me options to link in the ppt or any type of file.

https://bbhosted.cuny.edu/webapps/assignment/uploadAssignment?content_id=_23402797_1&course_id=_1240079_1&assign_group_id=&mode=view

Project 8-Week 15

My results supports my thesis, after play testing with family and friends. I had found my friend saying that it helps them review different math concepts, of what might of been learned in class.

My experiment might solve a major problem in the field because mathematical games is something that can start being integrated in classrooms for teachers to use,i It engage students in learning .

My study is socially relevant, because it may help teachers and parents have social interactions and collaboration with the student. Students will also be able to build social skills, this will lead to thinking critically and working on their memory as they get involved in an educational math game. This may help children enhance their performance in math.

Engaging mathematical games, may encourage students to explore many different mathematical concepts. This allows students to notice new patterns, relationships and strategies.
When games are played repeatedly it supports a student’s development of computational fluency. Game present an opportunity for students to practice and play without the need for a teacher to provide instructions or help. Teachers are able to observe and even work with individuals or in small groups. After playing a game students can reflect on the game they had just played. Some questions are:
What skills did you review and practice?
What strategies did you use while playing the game?
Developing computational fluency is an expectation of the Common Core State Standards for mathematics. Computational fluency includes efficiency, accuracy and flexibility with strategies.

Some potential problems with the study is board games may not help all students learn and develop computational fluency, or there might be no improvement of math skills. The reason for this statement is because every child learns differently and have different abilities.

Project 8 – Week 12

Subject:

My populations of interest are NYS elementary
students. My sample is to choose one elementary
school from each borough. (Manhattan, Queens, Bronx,
Brooklyn, Staten Island). It will be a total of 200
students being tested and 100 students testing the
game. Based on a math category. The experimental
groups are the students playing the game and testing
their achievement, My control groups are the 100
students that are not playing the game and testing on
how well they do with regular testing strategies. The
way I will go about recruiting the students is one
elementary school from each borough will be tested.
For each school 40 random students will be elected, a
mixture of 4th and 5th graders. 20 students will test the
game in the school and 20 will not. The 20 students,
who do not, will focus on regular teaching strategies
used in class to learn the math lesson.
Play testing: 3-4 players each will have a chance to play
the game.

Apparatus:

This game will mainly focus on developing critical
thinking, problem solving and analytical skills; students
will need to be successful. For example the category of
math can be fractions. Students will work on fraction
problems. Fractions are broad topic that is difficult to
learn among young children. The difficulties lie between
conceptual and procedural knowledge. Students will
focus on numerators or denominators as separate
number rather than thinking of the fraction as a single
number. Another difficulty is children identifying the
procedure and how they came up with the answer, The
material that will be used to design this game are the
Common core standards 5.NF.A.I (adding and
subtracting fractions), 5.NF.A.2 (solving word
problems).My experimental group will be using the
game to improve on fractions and my control group will be using their notebooks and pencil for regular
teaching strategies used to learn.
While play testing within class: students will be used to
play the game, rather than regular teaching strategies.

procedures:
I would like to know whether my control or
experimental group is effective for children to learn and
have a clear of understanding of math problems. I
created a competitive game platform. Where children
are to get to the finish line before the other players do.
I would also like to know if my board game is
functional to others and if it is an engaging game for
them to practice their math skills.

Project8- Week 14

Subject:
How the game will be tested in classroom (york):

A group of four will play the game to see whether or not the game was successful. Based on their opinion, I will take it to consideration to make some changes, to how the game can be played and be better.
My population of interest are NYS elementary students. My sample is to choose one elementary school from each borough. (Manhattan, Queens, Bronx, Brooklyn, Staten Island). It will be a total of 200 students being tested and 100 students testing the game. Based on a math category. The experimental group are the students playing the game and testing their achievement, My control group are the 100 students that are not playing the game and testing on how well they do with regular testing strategies. The way I will go about recruiting the students is one elementary school from each borough will be tested. For each school 40 random students will be elected, a mixture of 4th and 5th graders. 20 students will test the game in the school and 20 will not. The 20 students who do not, will focus on regular teaching strategies used in class to learn the math lesson.

Apparatus:

This game will mainly focus on developing critical thinking, problem solving and analytical skills, students will need to be successful. For example the category of math can be fractions. Students will work on fraction problems. Fractions is broad topic that is difficult to learn among young children. The difficulties lies between conceptual and procedural knowledge. Students will focus on numerators or denominators as separate number rather than thinking of the fraction as a single number. Another difficulty is children identifying the procedure and how they came up with the answer, The material that will be used to design this game are the Common core standards 5.NF.A.I (adding and subtracting fractions), 5.NF.A.2 (solving word problems).My experimental group will be using the game to improve on fractions and my control group will be using their notebooks and pencil for regular teaching strategies used to learn

Procedure:

I would like to know whether my control or experimental group is effective for children to learn and have a clear of understanding of math problems. I created a competitive game platform. Where children are to get to the finish line before the other players do.

Project 8- Week 11

Speed Into Math

Learning Objective:
The game is trying to teach students the concept of math, and their area of struggle. To analyze each word problem to identify the given information and to develop strong problem solving skills. I am making a game that is suitable for beginners and non beginners who are just starting to become familiar.
They are to solve math problems along their way.

Formal Elements:
2-4 players may be engaged in the game. The way the players interact may be competitive. The primary objective of the game is to reinforce the learning objective.

The rules of the game is each player begins at start, their goal is to reach to the finish line.
player is required to roll a dice.
if they land of a pick a card, they are to grab a card from the math deck and solve it.
If their answer is correct they move forward 3 times
if their answer is wrong they move back 2 times
they goal is to get to the finish line before anyone else does,
the math deck is based on their grade level and struggle

The conflict between players are maintained, each player is to focus on reaching to the finishing line by solving word problems.

Boundaries: The game prevents players from behaving frustrated because of the struggle they might have with word problems. To prevent they may seek help from other players. if they solve it correctly they move forward 5 times and if wrong they move back 2 times.
the game is competitive

Dramatic elements:

Students motivation is to get their superhero to the finish line

Challenges:
challenges represented to the player are the word problems.
The skills the player will learn to master is analyzing word problems and being able to develop strong probem solving skills

Functionality:

The game is functional and complete.

Fun:

The game is engaging and the elements supports engagement to learning. The math deck are based on the area of struggle and grade level.

project8 Week 10

Speed Into Math

Subject:

I originally would like:

My population of interest are NYS elementary students. My sample is to choose one elementary school from each borough. (Manhattan, Queens, Bronx, Brooklyn, Staten Island). It will be a total of 200 students being tested and 100 students testing the game. Based on a math category. The experimental group are the students playing the game and testing their achievement, My control group are the 100 students that are not playing the game and testing on how well they do with regular testing strategies. The way I will go about recruiting the students is one elementary school from each borough will be tested.  For each school 40 random students will be elected, a mixture of 4th and 5th graders. 20 students will test the game in the school and 20 will not. The 20 students who do not, will focus on regular teaching strategies used in class to learn the math lesson.

 

Apparatus:

This game will mainly focus on developing critical thinking, problem solving and analytical skills, students will need to be successful. For example the category of math can be fractions. Students will work on fraction problems. Fractions is broad topic that is difficult to learn among young children. The difficulties lies between conceptual and procedural knowledge. Students will focus on numerators or denominators as separate number rather than thinking of the fraction as a single number. Another difficulty is children identifying the procedure and how they came up with the answer, The material that will be used to design this game are the Common core standards 5.NF.A.I (adding and subtracting fractions), 5.NF.A.2 (solving word problems).My experimental group will be using the game to improve on fractions and my control group will be using their notebooks and pencil for regular teaching strategies used to learn.

Procedure:

I would like to know whether my control or experimental group is effective for children to learn and have a clear of understanding of math problems. I created a competitive game platform. Where children are to get to the finish line before the other players do.

Results:

The overall outcome of my game is good, i tested it among my family. There could be a few changes.
Besides changing the deck of math cards.

Project 8 – Week 9

Learning Elements:

The game is trying to teach students the concept of math, and their area of struggle. To analyze each word problem to identify the given information and to develop strong problem solving skills. I am making a game that is suitable for beginners  and non beginners who are just starting to become familiar.

They are to solve math problems along their way.

Formal Elements:

2-4 players may be engaged in the game. The way the players interact may be competitive.

The rules of the game is each player begins at start, their goal is to reach to the finish line.

player is required to roll a dice.

if they land of a pick a card, they are to grab a card from the math deck and solve it.

If their answer is correct they move forward 3 times

if their answer is wrong they move back 2 times

they goal is to get to the finish line before anyone else does,

the math deck is based on their grade level and struggle

The conflict between players are maintained, each player is to focus on reaching to the finishing line by solving word problems.

The game prevents players from behaving frustrated because of the struggle they might have with  word problems. To prevent they may seek help from other players. if they solve it correctly they move forward 5 times and if wrong they move back 2 times.The game end with the player who first reaches to the finish line.

the game is competitive

Dramatic Elements:

 

Students motivation is to get their superhero to the finish line.

challenges represented to the player are the word problems.

The skills the player will learn to master is analyzing word problems and being able to develop strong problem solving skills.

Functionality:

The game is fully complete and functional, it is also balanced and symmetrical.

Fun:

The game is engaging and the elements supports engagement to learning. The math deck are based on the area of struggle and grade level.the choices are meaningful because they must be able to solve word problems in order to get to the finish line.its a simple and easy game. It is easy to learn, students may be able to learn the game within 2-3 rounds.

 

 

project 8 week 8

Speed into Fractions

Methods:

An overall look into my game, my population of interest are NYS elementary students with a mixture of 4th and 5th graders. My subject was 200 students that were recruited. One elementary school from each borough will be selected. 40 random students from each of those schools will be chosen. 20 students will play the game and the other 20 will focus on learning regularly based on teaching strategies from teachers. Over all 100 students will be playing the game.

The game was not presented to these schools, but it was presented to a small group of students.The game was playable. The deck of questions to the game was based on grade  level.  The way I would collect data is based on how well they answer the questions. (amount correct/wrong) and type of question they worked on.


The game was only presented to a group of four students.
Conditions I created was control group and experimental group.The control group was the 100 students who are not playing the game and the experimental group are the students who are playing the game. I explained the procedure to the students on how the game will be played and it was easily followed. Once the game is more ready to play, students will be able to play a few more rounds. For now a small group of 4 students is playable to test to the game.
Results:

The outcome of my experiment went well, I personally believe it was playable. Results may vary.

Project 8 Week 7

Learning Objective:

The game is trying to teach students the concept of fractions, to analyze each word problem to identify the given information and to develop strong problem solving skills. I am making a game that is suitable for beginners and non beginners who are just starting to become familiar with the concept of fractions and just starting to add and subtract fraction.

Formal Elements:

-2-4 players may be engaged in the game.
The way players interact with each other may be competitive

The rules of the game is each player begins at start, their goal is to reach to the finish line.
-Player is required to roll a dice. (ex. If the number is 4, they are to move 4 times),
-If they land  on a (pick a card). They are to grab a card from the fraction deck and solve it.
-if their answer is correct they move forwards 3
-if their answer is wrong they have to move 2 spots back and remain there.

The board game has locations that says
– pick a card  – (fraction questions
-challenge (challenged fraction questions)
– Move forward 4 times.

-Move back 2 times

The goal for the students is to reach to the finish line before the other players do, by solving fractions and fraction word problems.
Along their way, there will be different conflicts for them to battle against. To make it interesting and engaging as a regular board game.

The layout would be similar to THE GAME OF LIFE. BUT MATH RELATED PROBLEMS.

The game will help them gain problem solving skills.  Majority of children struggle with fraction word problems, and this may help them by identifying the given information whether is an addition or subtraction problems.

Fraction Deck Cards are based on students grade level.

The conflict between players are maintained, each player is to focus on reaching to the finishing line by solving fractions. The game prevents players from behaving frustrated because of the struggle they might have with fractions. So to prevent that, they may seek help from one the players. The way they will seek help is by them choosing who their willing to seek help from. If both get correct answer they will move forward 5 , if wrong they will both be required to move back 2 times.

This game is considered lil competitive  but engaging because children will be eagered to reach to the finish line.and trying to avoid moving back spaces.

Dramatic Elements:

Challenges represented to the player is the fractions and fraction word problems.
The skills the player will learn to master is analyzing word problems and being able to develop strong problem solving skills

The game is playful because it has different challenges for them along the way, in order to reach to the  finish line.

Fun

The game is engaging and the elements supports engagement to learning.  The fraction deck cards are based on grade level and lesson.
Choices that are meaningful in the game is weather they want to seek help or not from one of the players. If they do they do and the answer is wrong both players have to move back 2 times.
Its very easy to play, it may take one game round to learn.
Players learn how to play by followings the  procedure and the instructions the teacher is giving.