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How animations, activities and assessments meet the common core. Ratey the Math Cat Lesson Introduction to Math Snacks Common Core Connections Website Overview Math Snacks Games. Math Snacks: Summer Camp 2012. Description of Camp Summary of Quantitative Data - PowerPoint PPT Presentation
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How animations, activities and assessments meet the common core
Ratey the Math Cat Lesson Introduction to Math SnacksCommon Core ConnectionsWebsite OverviewMath Snacks Games
Math Snacks: Summer Camp 2012
• Description of Camp• Summary of Quantitative Data• Description of Game Over Gopher• Teacher Perspectives• Student Perspectives• Research Team Observations• Future Research
Summer Camps 2012Las Cruces June 4-8
Gadsden July 14-17
No of Students 97 15
No of Teachers 10 6
Camp Hours MTWRF 8:00-12:00
MTWR 8:30-3:00
Camp Setting Classroom, computer lab, ipads,ipods.
Two classrooms, Computer Lab, ipads
Outside Evaluator
Observed the whole camp and provided feedback
Observed the preparation
Debrief Daily Daily
Number Rights Overruled Scale Ella
Atlantean Dodgeball Ratey the Math Cat Bad Date
Math Snacks Animations
Math Snacks Games
Game Over Gopher
Gate
Pearl Diver
Ratio Rumble
Monster School Bus
Summary of Pre-Post Student AssessmentMath Snacks Camp (June 2012)
Results of the Pre- Post Student Assessment Part I – True/False & Computation (Total Possible Points = 13)
Part 1: True/False and Computation (13 points possible)
Group # (n=# students)
Student Grades 2012 Pre Mean Change Post Mean
#/% student
gains
Group 1 (n=13) 5 & 6 8.3077 +0.7692 9.0769 6/46%
Group 2 (n=13) 7 & 8 10.7692 +0.4616 11.2308 7/54%
Group 3 (n=13) 6 8.0000 +0.9231 8.9231 6/46%
Group 4 (n=14) 5 6.6429 +1.9285 8.5714 9/64%Group 5 (n=15) 5 6.4667 +1.6000 8.0667 11/73%
Total (n=68) 7.9706+1.1618
8.9% 9.1324 39/57%
Summary of Pre-Post Student AssessmentMath Snacks Camp (June 2012)
Results of the Pre- Post Student AssessmentPart II – Definitions (Total Possible Points = 20)
Part 2: Definitions (20 Points Possible)
Group # (n=# students)
Student Grades 2012 Pre Mean Change Post Mean
#/% student
gains
Group 1 (n=13) 5 & 6 5.1538 +2.5385 7.6923 10/77%
Group 2 (n=13) 7 & 8 8.9231 +1.0769 10.0000 7/54%
Group 3 (n=12) 6 5.0833 +6.0834 11.1667 11/92%
Group 4 (n=14) 5 4.7857 +3.6429 8.4286 12/86%
Group 5 (n=14) 5 4.3571 +2.5715 6.9286 12/86%
Total (n=68) 5.6364+3.136315.7% 8.7727 52/79%
Game Over Gopher
• Coordinate Plane• Tower Defense Game• Various levels: Easy entry-high ceiling• Intermediate rounds• Bonus Levels • Star Rating• Vocabulary
Game Over Gopher
Student Perspectives
Items Frequency Percentage Example
Have fun 21 32% “It was really fun”
Educational 14 21% “I like this game because I learn about coordinate grids”
Strategy 14 21% “It makes me feel like I’m really protecting a carrot and fighting gophers”
Like other games 7 11% “It is like plants vs. zombies”
Challenging 6 9% “Because it is exciting going through all the levels and every one is a challenge”
Other 4 6% “It is because I like the story”
TOTAL 66 100%
• 85 students participated in the camp• 52 (61%) students explained why they like GOG
• Data:– 16/16 said students were “very engaged” playing GOG (not
en., somewhat en., en., very en.).– 15/16 (94%) GOG helped students understand the
concept.– 6/16 (38%) GOG best game at introducing the content
• Comments:– “This game was good at starting out slow and building on
knowledge”– “Students loved this game and it really helped with the
concept of graphing”
Teachers Perspectives
Research Team Observationsof Teachers
• Teachers previous experience of teaching with games– Several of them had no previous experience– Games are used as reward for good students or to
keep students busy• Several teachers expressed anxiety about
teaching with a game
Research Team Observationsof Students
• Students were immediately engaged• When it was time for discussion they were
able to identify the math in the game and were very willing to participate in the discussion
• Students very readily helped each other with strategies
Impact of Research
• Feedback from students to test adjustments made to game
• Inform development of teacher support materials
CCSSM Mathematics Practices• Math Practice 1: Make sense of problems and persevere in solving them• Math Practice 2: Reason abstractly and quantitatively• Math Practice 3: Construct viable arguments and critique the reasoning of
others• Math Practice 4: Model with mathematics• Math Practice 5: Use appropriate tools strategically• Math Practice 6: Attend to precision• Math Practice 7: Look for and make use of structure• Math Practice 8: Look for and express regularity in repeated reasoning
Future Research Implications
• Informs the development process• Informs the development of resources
– Teacher guide– Bonus activities– Development of instruments to assess how
students learn by playing games
Contact Us• You can download all Math Snacks materials at
www.mathsnacks.org• You can download all animations and materials from iTunes or
the website• You can download Pearl Diver from iTunes• Like us on Facebook—Math Snacks• Sign up for our mailing list for notifications of changes
Karen Trujillo [email protected] Aguirre Holguín [email protected]
Kerry McKee [email protected]ús H. Trespalacios [email protected]
