In this game sixteen linear graphs are given. One student selects one of the graphs and the other student asks yes or no questions to determine which graph has been selected. Between games students are shown questions that other students ask. The teacher also is able to view and have a record of all questions asked in each game. Table 1 has the initial questions that were asked by 4 of the groups. I analyzed the data with an interpretative approach by looking at the ways in which students used mathematical vocabulary in the game. After playing the game several times, the students discussed what quality questions to ask and
strategies for asking the least amount of questions. Several questions appeared in common in the groups: “Is your slope positive?” “Is the slope negative?” “Is your line horizontal?” “Is your line vertical?” “Does your line go through the origin?” Groups also came up with questions of what quadrants the line crossed through, though not all groups used the term “quadrants.” Through playing the game and subsequent discussions, students were able to make use of mathematical vocabulary including slope, positive slope, negative slope, horizontal line, vertical lines, origin, and quadrants. Reference:Stohlmann, M. (2020). Integrated STEM education through game-based learning. In A.I. Sacristán, J.C. Cortés-Zavala, & P.M. Ruiz-Arias (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). (pp. 2238-2242). Mazatlán, Mexico: PME-NA.
0 Comments
Your comment will be posted after it is approved.
## Leave a Reply. |
## Micah StohlmannChristian, author, and professor of mathematics education. ## Archives
March 2022
## Categories |