Gaming Your Mathematics Course: The Theory and Practice of Games for Learning

Learning through play is fundamental to humans and to many other animals. Game Based Learning is an interactive pedagogy that has as its foundation the tenet that games, by their very nature, increase learning through positive emotional experience. This article introduces readers to what games in mathematics classes have the potential to do, including to decrease anxiety, increase motivation, and deepen learning through immersive gaming. The article then connects this theory to practice, providing examples of both computer and non-computer games in introductory middle school, high school and college mathematics. The article analyses how these games work, and makes the distinction between intrinsic games, in which the concept being taught is an integral part of the game, and extrinsic games which can be used for a variety of classes and topics, and tend to be more about review than about learning new concepts

So, You Want to Write an OER? Three Authors Share Triumphs, Pitfalls, and Options

Open Educational Resources (OERs) offer a free, viable alternative to costly textbooks. The authors share their experience and advice on finding and writing online content, creating an online platform for the content, finding videos and other resources, and working with an appropriate free online homework system to match the written content. In addition, the implementation and suggestions for practitioners are discussed. At the end of the article, the bibliography contains two OERs freely available under an open commons license, one for Intermediate Algebra, the other for Mathematics for Elementary Education

Proceedings of the CUNY Games Conference 6.0

The CUNY Games Network is an organization dedicated to encouraging research, scholarship and teaching in the developing field of games-based learning. We connect educators from every campus and discipline at CUNY and beyond who are interested in digital and non-digital games, simulations, and other forms of interactive teaching and inquiry-based learning. These proceedings summarize the CUNY Games Conference 6.0, where scholars shared research findings at a three-day event to promote and discuss game-based pedagogy in higher education. Presenters could share findings in oral presentations, posters, demos, or play testing sessions. The conference also included workshops on how to modify existing games for the classroom, how to incorporate elements of play into simulations and critical thinking activities, math games, and how to create computer games

Proceedings of the CUNY Games Conference 5.0

The CUNY Games Network is an organization dedicated to encouraging research, scholarship and teaching in the developing field of games-based learning. We connect educators from every campus and discipline at CUNY and beyond who are interested in digital and non-digital games, simulations, and other forms of interactive teaching and inquiry-based learning. The CUNY Games Conference distills its best cutting-edge interactive presentations into a two-day event to promote and discuss game-based pedagogies in higher education, focusing particularly on non-digital learning activities that faculty can use in the classroom every day. The conference will include workshops lead by CUNY Games Organizers on how to modify existing games for the classroom, how to incorporate elements of play into simulations and critical thinking activities, as well as poster sessions, play testing, and game play. For the digitally minded, we will also offer a workshop in creating computer games in Unity

Proceedings of the CUNY Games Conference 4.0: The Interactive Course

Proceedings of the CUNY Games Conference, held from January 22-23, 2018, at the CUNY Graduate Center and Borough of Manhattan Community College. Critical Play with History (Panel) - Composition & Storytelling - Health & Cognitive Sciences - Gaming Anthropology: Teaching Culture and Power Through Games and Design (Panel) - Twine & Writing Games - Easy Ideas II - STEM Games - Global Games for Change Catalog (Panel) - Comics & Active Learning - Fact Checking & Research - Computer Science & Game Design - SimGlobal: Building a Serious Roleplay Course for the Social Sciences (Panel) - Role Playing Games, Narrative, & Story - Course Review Through Games - Business & Finance Games - Game Design and Programming in Unity - What’s Your Game Plan? - The Allure of Play in the Classroo

Proceedings of the 2nd Annual CUNY Games Festival

Proceedings of the CUNY Games Conference, held from January 16-17, 2015, at the CUNY Graduate Center and Borough of Manhattan Community College. Health Games - Language and Composition - Design: Classroom Considerations - Games in the Physical Environment - Games and Behavioral Science - Play, Politics & Economics - Gaming Curricula, Disciplines & Programs - Gaming and History - Institutional Programming with Games - Philosophy and Roleplaying - Ed. Game Design: Strategy & Tactics - Repurposing Game Genres - Narrative, Storytelling & Games - Community & Social Justice - Extemporaneity - Personal & Social Transformation - Cognition, Design & Play - Library Games - Gaming in the Discipline

Proceedings of the 3rd Annual CUNY Games Festival

Proceedings of the CUNY Games Conference, held from January 22-23, 2016, at the CUNY Graduate Center and Borough of Manhattan Community College. Literacy and Story - Anything Can be Attempted: In-Person Simulations and Role-Plays in Educations - Game Design - STEM - Design Research - Literature and Story - Awareness: Gender and Sex - Transformative Games Initiative: Game Design as a Classroom Laboratory for Any Discipline - Narrative and Rhetoric - Design Challenges - Information Literacy and Language - Game Design for All: What’s Your Game Plan? Turn Any Idea into a Game! - Ghosts in the Machine - Game Types and Design - Research and Perspectives - Gameful Classroom

Proceedings of the 1st Annual CUNY Games Festival

Proceedings of the CUNY Games Conference, held from January 17-18, 2014, at the CUNY Graduate Center and Borough of Manhattan Community College. Topics in Game Design - Teaching with Virtual and Augmented Realities - Writing with Games - Breaking the Magic Circle: Games & Real Life - Interactive Game Design (What\u27s Your Game Plan? - Designing Ethical Games - Games and Gender - Gaming English Language and Literature - Game, Narrative, Literacy - Teaching with Games - Games, Storytelling, and Narrative - Games and STEM - Learning by Design - Students as Game Designers - Experiencing Reality in Popular Games - Making Educational Game

A model of how students' definitions of substitution and equivalence may relate to their conceptualizations of algebraic transformation

International audienceThis empirical paper explores students' conceptions of transformation as substitution equivalence by linking it to their definitions of substitution and equivalence. This work draws on Sfard's (1995) framework to conceptualize conceptions of substitution equivalence and its components, equivalence and substitution, each on a spectrum from computational to structural. We provide examples of student work to illustrate how students' understandings of substitution, equivalence, and substitution equivalence as an approach to justifying transformation may relate to one another

Student definitions of equivalence: structural vs. operational conceptions, and extracted vs. stipulated definition construction

International audienceIn this study, we describe a model of student thinking around equivalence (conceptualized as any type of equivalence relation), presenting vignettes from student conceptions from various college courses ranging from developmental to linear algebra. In this model, we conceptualize student definitions along a continuous plane with two-dimensions: the extent to which definitions are extracted vs. stipulated; and the extent to which conceptions of equivalence are operational or structural. We present examples to illustrate how this model may help us to recognize ill-defined or operational thinking on the part of students even when they appear to be able to provide "standard" definitions of equivalence, as well as to highlight cases in which students are providing mathematically valid, if non-standard, definitions of equivalence. We hope that this framework will serve as a useful tool for analyzing student work and exploring instructional and curricular handling of equivalence