Interactive Math

Do you incorporate educational web-based games in the classroom? Instructional time is precious, and the art of teaching involves crafting a lesson that blends enough challenge and familiarity from previous learning experiences to actively engage students in new learning or practice. In the world of electronic game development, developers seek a similar tension that represents a fine balance between challenge and comfort that keeps players immersed in game play.

Jenkins (2006), of MIT's "Education Arcade" initiative, observes that students will complain if a homework assignment is too hard and if a game is too easy. Game developers attempt to make games challenging enough that players enter what they call “the zone” or “the flow” (Chen, 2008; Csíkszentmihályi, 1975). Achievement, the status gained by high scores, the acknowledgment of success by peers, and social components that include teamwork, supporting personal relationships, and socializing also make a collaborative game compelling (Yee, 2007).

Educational games provide an instructional tool to model, reinforce, or challenge students. Listed below are a few of the interactive and engaging math Web sites that TRC teachers are using to reinforce the acquisition of math skills with their students. We encourage you and your students to give them a WHRIL!

1. http://4kids.org/games/standards.shtml: single and multi-player math and language arts games that are aligned to content standards. Games are short, rate based competitions that provide students practice with basic skills and operations (also found at http://arcademicskillbuilders.com).

2. http://www.learningbox.com/Base10: students count and create patterns with single blocks and blocks of ten as well as practice estimation.

3. http://jmathpage.com: math games for all content areas, as well as math puzzles and recommended support materials for parents and teachers.

4. http://mathsnacks.com: short animations and mini–games designed to help learners understand math concepts including ratio, proportion, scale, and the number line. Content may be viewed online or downloaded to a mobile device. Teacher and student support materials are available along with the interactive activities.
~Melanie Bacon, Member of the TRC Leadership Team

References:
Chen, J. (2008) Flow in Games. Retrieved September 10, 2008, from http://www.jenovachen.com/flowingames/introduction.htm
Csíkszentmihályi, M. (1975). Beyond Boredom and Anxiety. San Francisco, CA: Jossey-Bass.

Van Eck, R. (2006). Digital game-based learning: It’s not just the digital natives who are
restless. EDUCAUSE Review, 41(2), 16–30.

Yee, N. (2007). Motivations of Play in Online Games. Journal of CyberPsychology and
Behavior, 9, 772-775.

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