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GAMES

By: Ardiente, Careen Khie
        BSED II-A
Games Definition
Games are used for any of these purposes:
    1.) to practice and/or to refine
        knowledge/skills already acquired,
    2.) to identify gaps and weaknesses in
        knowledge or skills,
    3.) to serve as a summation or review,
    4.) to develop new relationships among
       concepts and principles.
Selecting a game:
Form of question            Mathematical
                            heading
How do I play this?         Interpretation

What is the best way of     Optimisation
playing?
How can I make sure of      Analysis
winning?
What happens if...?         Variation
What are the chances of...? Probability
Form of statement.    Mathematical idea
This game is the      Isomorphism
same as...
You can win by...     A particular case

This works with all  Generalisation
these games.
Look, I can show you Proving
it does...
I record the game like Symbolisation and
this...                Notation
ADVANTAGE

•Games can reduce the time to competency
and increase the depth of competency.

•Students can play a game repeatedly and
learn from their mistakes.
• When designed properly, a game will
  enable students to experience on-the-job
  situations that they can deal with
  effectively in real situations.
• Studies have shown that games can make
  students proficient in skills four to six
  months earlier than students who took
  training classes but had no way to apply
  the knowledge.
DISADVANTAGE

•Very sedentary activities
• From an educational technology standpoint,
most games will place considerable demands on
schools' student-to-computer ratios, hardware
specs, and infrastructure (connectivity and
bandwidth). Development of the games, and an
economic model, may be the biggest hurdles
involved.

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Ardiente

  • 1. GAMES By: Ardiente, Careen Khie BSED II-A
  • 2. Games Definition Games are used for any of these purposes: 1.) to practice and/or to refine knowledge/skills already acquired, 2.) to identify gaps and weaknesses in knowledge or skills, 3.) to serve as a summation or review, 4.) to develop new relationships among concepts and principles.
  • 3. Selecting a game: Form of question Mathematical heading How do I play this? Interpretation What is the best way of Optimisation playing? How can I make sure of Analysis winning? What happens if...? Variation What are the chances of...? Probability
  • 4. Form of statement. Mathematical idea This game is the Isomorphism same as... You can win by... A particular case This works with all Generalisation these games. Look, I can show you Proving it does... I record the game like Symbolisation and this... Notation
  • 5. ADVANTAGE •Games can reduce the time to competency and increase the depth of competency. •Students can play a game repeatedly and learn from their mistakes.
  • 6. • When designed properly, a game will enable students to experience on-the-job situations that they can deal with effectively in real situations. • Studies have shown that games can make students proficient in skills four to six months earlier than students who took training classes but had no way to apply the knowledge.
  • 7. DISADVANTAGE •Very sedentary activities • From an educational technology standpoint, most games will place considerable demands on schools' student-to-computer ratios, hardware specs, and infrastructure (connectivity and bandwidth). Development of the games, and an economic model, may be the biggest hurdles involved.