Gamify Math

Gamify Math

According to Dr. Kay Redfield Jamison, “children need the freedom and time to play. Play is not a luxury. Play is a necessity,” (Elementary Teachers’ Federation of Ontario). Games are a creative way of teaching students to enjoy mathematics. It is important because employing appropriate math games works in conjunction with a teacher’s lesson to help improve students’ memory, while intrinsically motivating them to learn new concepts, develop existing knowledge and skills, enhances critical and strategic thinking and encourages exploration in a safe and exciting environment. Through play, students develop their sense of independence, creativity and imagination.

In a math class, games are used as a way to augment and not replace instructional activities. Math games enable students to practice newly acquired skills so that they can be reinforced in an engaging manner (Rutherford, 2015). Integrating this technique in the classroom is beneficial as it encourages strategic mathematical examination of learned concepts as students work to solve problems (Rutherford, 2015). It also develops fluency in math computation and familiarity with number systems as students cultivate a deeper understanding of mathematical operations by playing each game multiple times (Rutherford, 2015).

Integrating games in mathematics allows teachers to create differentiated learning plans for various students as teachers can choose games that correspond with their students’ abilities to help them build content knowledge that are sometimes difficult for students to fully comprehend during the teaching of the lesson (Edutopia, 2014). Furthermore, incorporating games into math lessons is an effective way of meeting the standards of math education in British Columbia. According to Building Student Success BC’s New Curriculum, “play” in math is listed in the “curricular competencies” from kindergarten through grade nine under the section, “understanding and solving” (2015). Moreover, this form of learning amalgamates cross-curricular education as it allows students to practice their communication skills and adheres to the “comprehend and connect” aspect of the “curricular competencies” under language arts that requires students to create personal connections that are meaningful between themselves and the world around them (Building Student Success BC’s New Curriculum, 2015).

Math games are also powerful tools because when incorporated into the classroom, students are generally more enthusiastic and involved in their learning experience. As a result of their exhilaration, students tend to be incredibly motivated and therefore, highly immersed in their education. This aids in the development of higher level thinking, and increases concentration and persistence. As a result, students’ self confidence in their abilities grows as their attitudes toward math tend to be more positive than negative.

Even though incorporating games in mathematics is fundamental to students’ learning, it is imperative for teachers to remember that children who struggle with numeracy skills may find it challenging to participate in activities where they are required to compete with others. Thus, utilizing games that are non-competitive and entail an aspect of chance tends to be more helpful. These games are also a great way to introduce the idea of probability.

References

British Columbia Ministry of Education. (2015). Building student success BC’s new curriculum. Retrieved from https://curriculum.gov.bc.ca/curriculum

Elementary Teachers’ Federation of Ontario.Playing is learning. Retrieved from http://www.etfo.ca/Resources/ForTeachers/Documents/Playing%20is%20Learning%20Pamphlet.pdf

Mueller, K. (2014). Mixing it up with Mangahigh: Using games to differentiate instruction. Retrieved from http://www.edutopia.org/blog/mangahigh-games-to-differentiate-instruction-kristof-mueller

Rutherford, K. (2015). Why play math games? Retrieved from http://www.nctm.org/publications/teaching-children-mathematics/blog/why-play-math-games_/