Sharing experience of how my class change by the implementation Triseum Variant Limts

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Variant Limits in math classroom:
Students attitudes
Panagiota Argyri, Mathematician
Evangeliki Model High School of Smyrna

2. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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http://scientix.eu

3. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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http://www.scientix.eu/resources/details?resourceId=2155
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Learning Scenarios
for implementation Triseum Variant Limits
http://www.scientix.eu/resources/details?resourceId=21555
http://www.scientix.eu/resources/details?resourceId=21554

4. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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Variant Limits in Math classroom
Additional educational value
 Game based learning via Variant Limits increased the level of
mathematical knowledge.
 Preparation for university exams.
 Students are capable to solve mathematical problems 3 levels
higher in their current curriculum.
 Both girls and boys enjoy their participation and have very
positive
 Girls are more activate than boys.

5. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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6. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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7. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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8. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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9. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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Students as mentors

10. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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Students as mentors

11. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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Results
 Increasingactivity of students in learning mathematics
 Changing students’ behavior
 Achievingnew skills (analytical critical thinking , problem
solving, communication skills, team working)
 Acquiring new knowledge

12. Students’ attitudes by implementation Variant Limits in classrooms| Panagiota Argyri
Expert's seminar: Evidence-based development of serious games for the educational sector
12 September 2018, Brussels
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Conclusions
 Triseum Game based learning is a unique innovative way
for bringing the science of mathematics very closer to your
students
 Triseum game based learning include all important key
words for mathematical curriculum: ‘learning by doing’ ;
‘motivations in study mathematics’ ; ‘cultivation the self-
confidence, the productive and analytical thinking’ ;
‘increasing mathematical knowledge level’ ; ‘each
graphical representations include one thousand positive
attitudes of the importance of math’