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WHY PLAY SERIOUS MATH GAMES? (PROVIDES OPPORTUNITIES (TO REFLECT (WHAT…
WHY PLAY SERIOUS MATH GAMES?
HELPS WITH DEVELOPMENT
FUNDAMENTAL NUMBER CONCEPTS
COUNTING SEQUENCE
COMPUTATIONAL STRATEGIES
ONE-TO-ONE CORRESPONDENCE
PROVIDES OPPORTUNITIES
DEEPENS REASONING
PARENTS LEARN ABOUT CHILD'S ABILITIES
DEEPENS UNDERSTANDING
CREATES CONTEXT FOR MATHEMATICAL REASONING OPERATIONS
TO REFLECT
WHAT SKILL DID YOU REVIEW AND PRACTICE?
WHICH STRATEGIES DID YOU USE WHILE PLAYING THE GAME
WHAT DIFFERENT STRATEGIES COULD YOU USE?
TO SUPPORT SCHOOL TO HOME CONNECTION
STUDENT'S DEVELOPMENT OF COMPUTATIONAL FLUENCY
THEORIES
PIAGET'S THEORY OF COGNITIVE DEVELOPMENT (1932)
SCHEMAS (BUILDING BLOCKS OF KNOWLEDGE
ADAPTATION PROCESS (EQUILIBRIUM, ASSIMILATION, AND ACCOMMODATION)
STAGES OF COGNITIVE DEVELOPMENT (SENSORIMOTOR, PRE-OPERATIONAL, CONCRETE OPERATIONAL, & FORMAL OPERATIONAL)
MODELS OF LEARNING
BEHAVIOURISM
COGNITIVISM
SITUATED LEARNING
CONSTRUCTIVISM
EXPERIENTIAL LEARNING
ENCOURAGES
EXPLORATION MATHEMATICAL CONCEPTS
COMBINATIONS
PATTERNS
PLACE VALUE
NUMBER SYSTEMS RECOGNITION
BENCHMARK NUMBERS (10s, 100s)
ENGAGEMENT
FUN
STUDENT CENTERED
MOTIVATION
REWARDS
RECOGNITION
CHALLENGES/PROBLEMS
TEACHER USES SOLELY TO PRACTICE NUMBER FACTS
NOT ENGAGING (MEMORIZATION)
GAME DOES NOT MATCH LEARNERS ABILITY
TEACHER DOES NOT KNOW HOW TO INCORPORATE SERIOUS GAME INTO LESSON PLAN
TECHNOLOGY IS NOT ACCESSIBLE
ECONOMICS
CULTURAL DIFFERENCES
LANGUAGE BARRIERS
TEACHER IS NOT A PROFICIENT USER
GAME DESIGN
AUTONOMY
CUSTOMIZATION (ENVIRONMENT & APPROACH)
INDIVIDUALIZED CHOICES/CONSEQUENCES
COMPETENCE
RULES AND GOALS ARE CLEAR
MULTIPLE OPPORTUNITIES PROVIDED TO BUILD COMPETENCE
RELATEDNESS
COLLABORATION
INTERACTION
DISCUSSION
Please refer to
Reference Page
for a complete list of references