EDUC 362 - Mathematics assignment
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School
Concordia University *
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Course
362
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
Pages
5
Uploaded by SargentAlpacaMaster1241
Breanna Eady
40164748
Section 1: Purpose of the Strategy
The strategy chosen to integrate mathematics instruction into the classroom is the
computer-assisted method through digital game-based learning. This method uses interactive
digital games with mathematical content to create an engaging and stimulating environment for
students to learn and practice problem-solving skills. This approach aims to improve students'
critical thinking and problem-solving skills as well as their motivation and excitement for
learning mathematics. Digital game-based learning for mathematics can benefit not only students
without learning disabilities but also those with special needs. It provides a multisensory and
adaptable approach to learning that can be customized to meet individual needs. For example, it
can be particularly useful for students with dyscalculia, a learning disability that affects a
person's ability to understand and manipulate numbers. Digital games can offer a controlled and
flexible learning environment that allows students to work at their own pace and receive
immediate feedback on their progress. According to the article, "Digital Game-Based Learning in
a Shanghai Primary-School Mathematics Class: A Case Study" by Deng et al. (2020), digital
game-based learning for math is effective in improving primary school students learning
outcomes. It can make learning mathematics more enjoyable and engaging, which can be
beneficial for students who are struggling with the subject. The use of digital games can also
provide a more inclusive learning environment, catering to the needs of students with different
learning abilities.
Section 2: The Steps and Procedures
To scaffold the student using this method, let's consider a scenario where you're working
with a student who is struggling with multiplication. The student's learning goal is to improve
their ability to solve multiplication problems, with a specific focus on the 4 times table. The first
step in this scenario would be to determine the learner's learning requirements. You could begin
by asking the student some questions to assess their current level of competency in multiplication
and gain a better understanding of their learning needs. Additionally, you could inquire about any
particular areas of multiplication that the student finds challenging or unclear. The second step is
to select appropriate computer games. For instance, choosing a digital game that solely focuses
on the 4 times table depends on the student's level of proficiency. The game should be engaging,
and interactive, and provide clear instructions and feedback. The third step involves setting
specific learning objectives, such as mastering the 4 times table by the end of the week. To
achieve this larger goal, break it down into smaller, achievable tasks, such as learning the 4 times
table for numbers 1-5 first and then 6-10. The fourth step is to provide guidance and assistance
when the learner plays the game. This could include giving examples of how to use the 4 times
table to solve multiplication problems, providing advice on how to tackle more challenging
problems, and offering feedback on the student's progress. The fifth step is to monitor progress
and adjust as necessary. Educators can modify the game to provide more support or challenge
based on the student's needs, such as slowing down the pace of the game or reducing the number
of problems to solve. Finally, assess the student's progress by testing their mastery of the 4 times
table through a quiz or observation and adjust learning objectives and digital games as necessary
to support continued progress.
Section 3: Main Approaches to digital game-based learning
Deng et al. (2020) discuss in their case study, "Digital Game-Based Learning in a
Shanghai Primary-School Mathematics Class," how some students found that some of the digital
games got their "brain working," while others relied on luck to solve the problems. One child
pointed out that before the digital-game method, they only had to memorize, "but game class gets
our brains working with a game we like" (p.713). However, not all children felt the same way.
Therefore, it is important to provide tools for children to use before, during, and after the digital
games so that they can understand the new information and relate the mathematical games to
class instruction instead of relying on memorization or luck. Eredics (2018) discussed the first
tool as "I Know It. I Learned It," a strategy used before and after a lesson to elicit direct
responses from students (p.151). The strategy will be implemented in groups. Before the
mathematical lessons and the digital game, students will be given a printed copy of the "I Know
It. I Learned It" graphic organizer and will fill out the "I know" column first. After the instruction
and digital games, students will complete the second column, "I learned." They will then discuss
what they learned from the lesson in their groups and provide examples of how the digital game
relates to the lesson. Children can express themselves through sentences, math equations, or
images to illustrate their understanding. The second tool from Eredics is the "Draw It" strategy,
where students can draw their understanding of new information after activities (p.155). The
educator would ask the students to recall the main idea of the digital game and how it relates to
the lesson. Then, they would be asked to illustrate the main idea based on their understanding. It
is suggested that educators provide students with a choice in how they would like to illustrate the
main idea (p.155). The child can provide a written, verbal, or math equation to describe the
illustration, and the drawing can be primarily based on the digital game. The last tool, "Put It in a
Flowchart" (Eredics), is a graphic organizer that can help students understand the sequence of
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steps needed to complete a mathematical word problem (p.161). After the lesson and digital
game, the children will be grouped and asked to provide a step-by-step explanation of how they
solved a specific math problem in the digital game. A discussion will then be held, where each
group's steps will be condensed into one strategy for each child to use in the future.
Section 4: Collaboration and Support
This strategy would work well as a Tier 1 approach because computer-based learning can
be customized to meet each student's needs without removing them from the classroom. For
collaboration, the classroom teacher can offer guidance and assistance to the paraprofessional
and parents on how to use digital games effectively in math instruction. They can also
incorporate digital games into lesson plans and activities to reinforce math concepts and provide
students with extra practice opportunities. If a student struggles with the computer-based digital-
game approach, the classroom teacher can collaborate with parents in various ways. The teacher
can inform parent's of the child's progress and any learning-related concerns by communicating
through regular parent-teacher conferences, emails, or phone calls. Moreover, the teacher can
suggest activities and strategies that parents can use at home to support their child's learning,
such as playing math games or reviewing math concepts together. The teacher can also provide
parents with additional resources, such as online tutorials or worksheets, to help their child with
specific math skills or concepts. Holding team meetings with the parent's paraprofessional to
discuss the child's progress and create a plan for additional support, if necessary, would also be
beneficial. By working with parents, the classroom teacher can offer supplementary support and
resources to help the student succeed with the computer-based digital-game approach.
References
Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game-based learning in a shanghai
primary-school mathematics class: a case study. Journal of Computer Assisted Learning,
36(5), 709–717.
Eredics, N. (2018a).
Inclusion in action: Practical strategies to modify your curriculum
. Paul H.
Brookes Publishing.
Eredics, N. (2018b). Chapter 7: The Strategies, In
Inclusion in action: Practical strategies to
modify your curriculum
(pp. 92-191)
.
Paul H. Brookes Publishing.