Mathematical Literacy for Everyone using Arithmetic Games
Lena Pareto, University West Sweden
Overall project
Idea: Talking and Seeing math in games
Mathematics game environmentBasic math, no numbers and symbols
Learning goals:Conceptual understandingReasoning skillsStrategic thinking
Previous study500 students grade 1-8
Previous results:Gain math performanceGain self-efficacyLow-achieving gain most
Now800 students grade 1-6special education
The game
446
3 different platforms:Graphical math:
2 player collaborative orcompetitive game
Focus in this paper
New student group with Intellectual disabilities
Special educationTraining school curriculumModerate or severe intellectual disabilityoften limited communication skills
Test of new Augmented reality version of game
Collaboration with local science centrePorted one collaboration game, number range 1-10Play game by building with physical cubes
Collected data
Performance data from game logsTeacher interviews
Resultsperformance level from game log
Grey bars = average mainstream students
Red bars = special education student 1-4
Yellow bars = special education students 6-8
Performance as average mainstream students, or betterStudent 1 and 3 played the 2 difficult games also well
Resultsprogression over time strategic games
Grey lines = average progression mainstream studentsRed lines = special education students 1-4Blue line = student with Aspberger syndrome
starts lower, more progression. Student 3 started lowest, ended excellent game play
Results – teacher interviews
Situation in the beginningNo students liked the game the in beginningStudent 2 and 4 did not understand addition at
allStudent 4 had to point-count numbers small as
3Student 4 used only one-word sentencesCould not collaborate at all, refused to look at
each other or at the game board, just guessedStudent 5 (Asperger) refused to communicate
with anyone 3 years ago
Results:teacher citations of students’
progressions“Student 4 is the one who gained most in communication skills, the improvement is just amazing. Today, he can stand in front of the white board and reason about the solution: You can take 7, and I will take 2”. “The game is the reason [student 4] is able to do math, and has gained self-confidence. [Student 2] now knows the numbers up to 10, and has also gained self-confidence, which in turn gives some self-respect. Hence they talk since they are worth listening to.
Results:teacher about self-confidence
“I [the teacher] think that these students’ low abilities is about having failed so many times so there is no self-confidence left at all. Grouping such students together is not good; there is normally no growth in such a group. Playing this game is an exception when growth actually occurs.”
Conclusion
Good pedagogues can use this game to help students with intellectual disabilities to
Gain self-confidence (no failure paradigm)Learn number sense and basic mathImprove communication and collaboration
skillsPractice reasoning skills
And can perform at similar levels as mainstream students given enough time
Thank you for your attention!
Questions?