My Findings:
Throughout engaging in this PD project, I found myself constantly trying to find interactive ways to immerse the kids into the math curriculum rather than focusing on the old-fashioned textbook and worksheet style of teaching. By attempting to engage the students and make the math meaningful to them, I found that I was also able to make it more meaningful for myself as well. I have found that the kids (even the weaker students) are coming to math excited and ready to explore our new concepts rather than dreading showing up for class. Through the process of an application-based focus, I have found that students have been motivated to understand WHY the math is working the way that it does, and they are willing to try new strategies to get towards the same answer. One especially rewarding part of this project has been being able to witness the strategic communication and vocalization of knowledge that students share as they are playing games or working on a strategy. I would often observe a stronger student coaching a weaker student through a difficult concept without a prompt to do so, and I would see weaker students asking inquisitive questions and vocalizing their thought-process as they worked together towards a common goal. For my stronger students, they often worked as the ‘guinea pigs’ for a new game while the slower students caught up, and then they would get to take the leadership role of teaching the game to other students as they finished up. Although I recognize that this may not be the best method for implementing games in the classroom as it only rewards the fast students, I tried my best to occasionally shut down class early so that the slower students could play as well, at which point I would usually take a group to modify their game or to coach them through the steps.
Through games, I observed on many accounts times where kids were thinking ‘ahead of the game’ or trying to strategize ways to win. For example, during Number Pattern Snakes and Ladders, one student called me over because he was on about square 30 of 100 and already knew that he would lose the game if they kept playing with the rules that I had set up for them. He then continued to explain why he would lose given his current pattern, and he boldly proposed a new rule that he felt would make the game fairer for future rounds. He had to really understand the rules, the patterns of the game, and the math concepts at hand in order to understand what types of new rules would turn around the fate of the game. For me, this was just one of many examples of a way that the game was helping one student to clearly utilize a math skill in a relevant matter.
One of the benefits of games-based math that I recognize as being valuable is that you can easily create an application-based activity for almost any given math topic. By giving a more engaging lesson, the kids will be completing the same depth of questions as they would with a worksheet, but they are doing it in a way that will hopefully break down their fears of coming to math class rather than build up an anxiety towards hating the subject.
Academically, I have also noticed a considerable increase in student success in the area of multiplication facts due to the combined efforts of us teachers beginning to stress the importance of math facts, and by setting aside time to practice math facts regularly at class (which the parents have also thanks us for!)
After considering our research and implementing application-based activities in the classroom, I can agree that these methods do in fact regularly engage students, make math concepts relevant to them, encourage them to vocalize their understandings, and create a better social environment. Over the path of the past 3 ½ months I have tried many new approaches to teaching math, and I know that I now have a new-appreciation for the potential of application-based activities to build a positive learning experience for kids and an engaging atmosphere for a class!
Throughout engaging in this PD project, I found myself constantly trying to find interactive ways to immerse the kids into the math curriculum rather than focusing on the old-fashioned textbook and worksheet style of teaching. By attempting to engage the students and make the math meaningful to them, I found that I was also able to make it more meaningful for myself as well. I have found that the kids (even the weaker students) are coming to math excited and ready to explore our new concepts rather than dreading showing up for class. Through the process of an application-based focus, I have found that students have been motivated to understand WHY the math is working the way that it does, and they are willing to try new strategies to get towards the same answer. One especially rewarding part of this project has been being able to witness the strategic communication and vocalization of knowledge that students share as they are playing games or working on a strategy. I would often observe a stronger student coaching a weaker student through a difficult concept without a prompt to do so, and I would see weaker students asking inquisitive questions and vocalizing their thought-process as they worked together towards a common goal. For my stronger students, they often worked as the ‘guinea pigs’ for a new game while the slower students caught up, and then they would get to take the leadership role of teaching the game to other students as they finished up. Although I recognize that this may not be the best method for implementing games in the classroom as it only rewards the fast students, I tried my best to occasionally shut down class early so that the slower students could play as well, at which point I would usually take a group to modify their game or to coach them through the steps.
Through games, I observed on many accounts times where kids were thinking ‘ahead of the game’ or trying to strategize ways to win. For example, during Number Pattern Snakes and Ladders, one student called me over because he was on about square 30 of 100 and already knew that he would lose the game if they kept playing with the rules that I had set up for them. He then continued to explain why he would lose given his current pattern, and he boldly proposed a new rule that he felt would make the game fairer for future rounds. He had to really understand the rules, the patterns of the game, and the math concepts at hand in order to understand what types of new rules would turn around the fate of the game. For me, this was just one of many examples of a way that the game was helping one student to clearly utilize a math skill in a relevant matter.
One of the benefits of games-based math that I recognize as being valuable is that you can easily create an application-based activity for almost any given math topic. By giving a more engaging lesson, the kids will be completing the same depth of questions as they would with a worksheet, but they are doing it in a way that will hopefully break down their fears of coming to math class rather than build up an anxiety towards hating the subject.
Academically, I have also noticed a considerable increase in student success in the area of multiplication facts due to the combined efforts of us teachers beginning to stress the importance of math facts, and by setting aside time to practice math facts regularly at class (which the parents have also thanks us for!)
After considering our research and implementing application-based activities in the classroom, I can agree that these methods do in fact regularly engage students, make math concepts relevant to them, encourage them to vocalize their understandings, and create a better social environment. Over the path of the past 3 ½ months I have tried many new approaches to teaching math, and I know that I now have a new-appreciation for the potential of application-based activities to build a positive learning experience for kids and an engaging atmosphere for a class!
Results from the math facts applications such as Blind Math Battle and Krypto have been favorable.
Blind Math Battle has been a particular favorite for many students as it gives them a fast paced way to use both division and multiplication. In my utilization of it I have been very impressed with the way the students are able to make associations and inferences based on the information they are given. Krypto has also had a very favorable reaction from the students, they particularly enjoy the multiple ways to get a full score for their hand. Being able to turn a hand they thought was impossible into a total victory is a very rewarding experience for them. I have noticed an improvement in basic math skills particularly in multiplication and to a lessor extent in division. The extra practice has been particularly beneficial to the weaker students who have been reluctant participants in more traditional learning opportunities. The math applications have significantly increased student excitement and enjoyment of math facts. Based on this reality, I can confidently state the these applications have had a beneficial effect on student learning and understanding. Using games in the classroom has enabled stronger students to cement understandings, and weaker students to gain valuable additional practice in a non threatening environment. These activities have helped create an engaging and enjoyable math experience for my students.
Blind Math Battle has been a particular favorite for many students as it gives them a fast paced way to use both division and multiplication. In my utilization of it I have been very impressed with the way the students are able to make associations and inferences based on the information they are given. Krypto has also had a very favorable reaction from the students, they particularly enjoy the multiple ways to get a full score for their hand. Being able to turn a hand they thought was impossible into a total victory is a very rewarding experience for them. I have noticed an improvement in basic math skills particularly in multiplication and to a lessor extent in division. The extra practice has been particularly beneficial to the weaker students who have been reluctant participants in more traditional learning opportunities. The math applications have significantly increased student excitement and enjoyment of math facts. Based on this reality, I can confidently state the these applications have had a beneficial effect on student learning and understanding. Using games in the classroom has enabled stronger students to cement understandings, and weaker students to gain valuable additional practice in a non threatening environment. These activities have helped create an engaging and enjoyable math experience for my students.