| Math Games | | | | simple often get put on the shelf. The game of golf is |
| Games can be very effective tools for teaching math | | | | a perfect example of what a game should be. It takes |
| to elementary students, especially if they are designed | | | | a few minutes to learn the rules of the game but a |
| properly. Those who are familiar with the game of | | | | lifetime to master it. Simple rules get players involved |
| Cribbage know how quickly you can learn to add | | | | and make it easy to recruit new members. The |
| numbers up to 15. A game that is fun enough to be | | | | challenge of trying to master the game keeps players |
| repeated over and over again can give a student a | | | | coming back. |
| chance to practice their skills. If played enough, these | | | | There are also playability factors of a game that |
| skills can become automatic. Learning basic skills for | | | | make it enjoyable. If the timelines are unrealistic, like a |
| math can be fun rather than a chore. | | | | game that takes 4 hours, players will get bored. If you |
| | | | need eight players for a game, chances are the game |
| One thing successful games have in common is the | | | | won't be played. If there are fourteen pages of rules, |
| element of strategy. If a player cannot make any | | | | ten players won't make it past page one. |
| choices that change the outcome of the game, they | | | | From experience, games are a great way to |
| don't really become involved mentally. A player that | | | | encourage math skills. When students are finished |
| needs to make a decision such as which cards to | | | | assignments early, they can play while others finish. |
| keep or which chess piece to move becomes an | | | | Students can take part in tournaments with these |
| active participant. Imagine a child playing a video game | | | | games, keeping track of games, scores and points for |
| that doesn't react to the controls. Essentially, it would | | | | and against, further developing their skills. They can |
| be like watching TV mindlessly. If you want you want | | | | also make it a part of homework, strengthening parent |
| a student to develop a strong mind, let them develop | | | | child relationships at home. |
| strategy. | | | | Though we have developed many games for the |
| Another key factor of a successful is the element of | | | | classroom, it is easy for us to create more to focus |
| chance. Although a Scrabble player may have the | | | | on a specific areas of math since we understand |
| dictionary memorized, a score is dependent on the | | | | what makes a good game. Addition, fractions or |
| letters that are randomly chosen. Even though it is a | | | | geometry can be turned into simple board games with |
| game of skill, the element of chance evens out the | | | | the right mind. Time goes into its design, but the hours |
| playing field. A player may be outmatched, but he or | | | | of practice and enjoyment with math it brings is |
| she still feels like they have chance to win. | | | | invaluable. |
| Games should also be challenging. Games that are too | | | | |