About the Site
This site contains a repository of commercial game ideas and resources for use in elementary math classes. Many could be extended to junior high and high school. Each game post is made up of a description, video instructions, web links, and curriculum connections. The “Resource” page includes many files of questions for students to record their mathematical thinking.
Consider the site a work-in-progress, as new games and resources are added. Primarily the resources are for use in classrooms, but parents can adapt them for home use. I welcome suggestions for games or comments on how your students have benefited from incorporating commercial games in your math class!
About the Research
The commercial games and resources highlighted on this website have all been used in a number of elementary school classrooms. My interest in this topic began by using ancient logic games with high school students to encourage improvement in deductive reasoning. Moving into elementary education, it is clear in previous research that games support students engagement in math class, problem solving, conceptual understanding, and fluency.
However, students often view instructional games (those designed just for math class to “teach” particular topics) with some skepticism. Commercial games (those available at toy or book stores) are seen as authentic contexts and often contain mathematical elements worth exploring. Often students have played these very games at home, but get to see them from a new perspective through mathematical conversations.
Using games on a weekly basis, I have explored with teachers and students the qualities of experiences they have when learning math through commercial games. An important result has been students’ development of mathematical processes. In particular, students have shown great growth in reasoning and visualizing. Reasoning was evidenced through informal deductive statements as students convinced themselves and others of best moves. Visualizing was evidence through first physically testing playing pieces on game boards toward an ability to predict moves in advance or find the best spot to place a game piece. More importantly, students explained how they saw themselves as mathematical thinkers — evidenced through direct statements of being mathematicians and through growth in productive disposition.
About Janelle McFeetors
I am an Associate Professor in elementary mathematics education at the University of Alberta. I have been in many elementary school classrooms to investigate how students are learning mathematics in meaningful ways through commercial games. I’ve learned that while students initially engage because of the motivating context, they quickly move to developing mathematical processes essential to all of their mathematical learning and come to see themselves as confident problem solvers and mathematical thinkers.
I am also a former high school mathematics teacher. Through my experiences with high school students, I learned that it is possible for them to learn mathematics for understanding through an inquiry-based approach. Listening to students’ mathematical thinking and noticing how they were growing as mathematical learners consistently inspired me to shape educative learning experiences.
Additionally, I have two children who constantly clamor to play games at home. We have tested out many more games than have posts on this site … so far. I look forward to expanding the resources toward offering suggestions of how parents can engage mathematically with their children through games!
About Collaborators
I am indebted to the teachers who have open up their classrooms and the students who have shared their mathematical thinking with me. In the words of one teacher, we’ve learned how to “be in math class playing games, rather than playing games in math class.” This perspective has helped us focused on improving mathematical thinking in students, especially through mathematical processes, instead of simply providing fun moments.
Investigating how students learn through games has only been possible through conversations with colleagues. Carrie and Ralph have made innumerable suggestions to strengthen opportunities to learn math meaningfully through games. Collaborating with Krista Francis (University of Calgary) has moved my thinking forward in leaps and bounds, especially in investigating how spatial and logical reasoning are interconnected and permeate game play. Kaitlyn, Miriam, Kylie, Stephanie, Brita, Nimrah, Dom, Stefan, Munesah, Mischa, Isaiah, and Qingna have given invaluable research support — including sharing results with teachers and developing this website.
I’m grateful to the University of Alberta, the Centre for Mathematics, Science, and Technology Education, and Social Sciences and Humanities Research Council for providing funding to support the research project.