Gaming in the maths classroom

On Saturday, I presented at the Education Show in Birmingham on gaming in the maths classroom and thought I would share some of my ideas with you.






















Above: Some photos of me before the show. The photo on the right-hand side was taken before the presentation (note the nervous smile!)


As teachers, we need to be convinced of the positive impact something would have before adopting it as part of our educational practice. Initially, we I started out with this project and research I was unsure of (1) why gaming works and (2) how to make it meaningful so it is not just perceived as a reward. However, now I am convinced that gaming is the way forward for mathematics education (within given parameters of course), but gaming is definitely changing students' mindsets and engagement in mathematics.

How the brain works:
If we start with what we know about the brain (at least at this moment in time), stressors for teenagers include many factors and one of those is repeated failure. When students are confronted with these stressors, the amygdala (also known as the switching station) is not allowing information through to the prefrontal cortex. In most mammals we see this as the 3F's - fight, flight and freeze. However, in a teenager in a maths classroom we see it manifest in one of two ways:
1) Acting out
2) Zoning out

It is essential that information arrives at the prefrontal cortex, as it is the prefrontal cortex that allows for critical thinking, reasoning and application of what we are learning in mathematics. However, for the majority of students, mathematics is associated with repeated failure and as a result, the amygdala is not allowing information to the pre-frontal cortex where the need to process and apply the information.

Above: Image of the brain from MyBrainNotes.com edited by Sarah-Neena Koch

This is where the games come in:
If you have ever observed someone playing a video game, you will have noticed that repeated failure doesn't seem to deter them from playing - and you would be correct. When playing games, the amygdala doesn't associated repeated failure with the switching that in other mammals is so important for the preservation of the species, in continues to allow information through to be processed by the prefrontal cortex.

Gaming in my classroom:
It is important to understand the differences between gamification and game based learning. This video I created will explain more:

Gamification:
If you are new to gaming, gamification is the best way to start off. Get comfortable with the various ways you can game in the classroom. I would suggest Kahoot, as teachers you can get it at: getkahoot.com and students access the games you've created at kahoot.it.  You can use kahoot to create polls of just using the online gaming tool. I also use kahoot for formative assessment or as a lesson starter.

Above: Engaging the audience at the show with a kahoot we played together.

I have also used Lego to gamify what students are learning/doing in mathematics.

Game based learning:
There are several games that I have used for game based learning in my classroom, using dragonbox and MineCraft This video will explain more:

I hope you have found this useful. Please get in touch if you are using games in your math classroom so that we can create a community where we share ideas and resources.

Using lego and minecraft to model square and cubic numbers

When introducing exponents such as square and cubic numbers to grade 6 students, they are often unsure/unclear what these exponents represent. I started my unit by giving students an investigation into square and cubic numbers, and here is the outcome... 

I asked students to start the task by constructing a 1cm square (on 1cm square paper given to them). Together we counted the squares inside the square - 1. Then students had to construct a 2cm square, count the squares inside - 4, the 3cm square - 9 squares and so on. I asked to them construct squares up to 10cm and to count the squares inside. Immediately, some students realised that there was a faster and more efficient way to determine the number of squares, exactly what I wanted them to find. They derived for themselves that for example is 4cm square is 4cm x 4cm = 16cm2. I had to guide them to ensure that they were squaring the units as well. As soon as they discovered their "formula", I asked them to look over all the squares they constructed to make sure that it holds true for all of it. 

If you are planning on doing this, I would advice that you make sure that students understand and get the pattern before moving on to the next part. If they did not find that pattern, get them to construct more squares and guide them through the process. 

I then asked them to construct a cube from paper, this was to realise the 3D nature of addition and additional dimension. By drawing the lines and folding the cubes, some students got quickly bored (and this is what you want), so that they think of ways to be representing and finding the practical application of cubes. Students had different outcomes for this second part of the task, some students were most comfortable to stick to paper, as this was the initial medium they were working on, but most students want to challenge to be building/constructing cubes in a different way. This is where I opened the task and told them I want them to be using their creativity - they can construct these cubes any way they want to. 

Below is some of the outcomes, the first image is the squares and cubes made by using paper, in the second image the cubes were made from plasticine and the students made a lovely comparison with the squares. 

Some of the students chose to use Lego's to represent their cubes. 

While other students used Minecraft to represent their squares and cubes:

Your doubt might be the same mine was - how do I know if they are playing or doing work? I was very honest in telling my students that I'm unsure whether they are working or playing, so we agreed that I will give them the benefit of the doubt and after completing 2 cubes, they had to 'check-in' with me and talk through their thought process. I was super surprised! We had an extensive discussion about the 2D nature of squares and why they had to blow away the ground and inlay the squares so that it remains 2D when looking at it from above, despite not being 2D anymore. Equally enlightening was the cube discussion!

The verdict: Even though this was a relatively time consuming activity - it is really worth it and is something that I would highly recommend. Students constructed the knowledge for themselves. Don't be afraid to let your students challenge you - I was hesitant about Minecraft, but my students demonstrated both their maturity and new ideas in my classroom. It's ok if your unsure, but negotiate your uncertainty with your student and I'm sure you'll be surprised!

Special thanks to: My two 6th grade classes at Halcyon London International School for allowing me to share their work. My colleague, Lenny Dutton  for encouraging me to start blogging!