Module 7- Games and Simulations in Education

https://www.abcya.com/games/clear_it_multiplication


The game/simulation that I chose to take a closer look at was, ‘Clear It Multiplication’. The reason I chose this one was because there is a direct link to our IXL games. We use IXL for data tracking in my classroom and after they have finished their weekly quiz to see if they mastered the skill or not, they can then play games based on that skill while the others are finishing their quiz. Multiplication is a skill that students work on, starting in third grade. Although they have had two years to practice, a lot of them still struggle with these basic skills. Not knowing, or having an automatic recall of your multiplication facts can really hinder your understanding of other fifth grade math concepts. The goal of this game is to try two factors to equal the product that is above (pictured below). For example, if the ‘target number’ is 6 then you could use 2 and 3 or 6 and 1 to get a product of 6.






Since multiplication is such a heavy topic in our units throughout the year, I would integrate this as an option for my RTI math students to do after they have finished their other tasks. During RTI math I have a group of students who come to me around the same academic level in math. Each day, on the board, I have their stations posted and what they will need to do. Some of these tasks are shorter than others and when they finish I have them completing a lesson on that same skill on IXL. This can become very repetitive and boring to students… so I’ve seen this year. I was thinking that I could switch the lesson on IXL to a multiplication game like this. The reason for this is that multiplication is a skill that even the highest of students can work on and games draw students attention and focus in a positive way. These games are also a great way for students to use some of their digital literacy standards throughout the day. As Gee and Schaffer stated, “In other words, kids today need to learn precisely the kinds of things that video games are good at teaching. Digital technologies—including games—are letting young people produce

products and knowledge and to participate in learning communities as never before” (2010). Gee and Schaffer point out exactly what we have been veering towards in this course. With students using games and simulations, they will have to navigate through directions, websites, and lots of other factors that involve playing a game online. I would introduce this at the beginning of our multi-digit multiplication and multiplication with decimals unit. This unit is at the beginning of the year, so their brains may still be on the ‘summer slide’ instead of being familiar with their facts. Some learning objectives that I could create would be:

I can fluently recall multiplication facts from 0-12 with speed and accuracy


I can use repeated addition to help me solve multiplication problems


I can understand that multiplication is repeated addition


I can identify two factors that multiply to equal a product with accuracy

All of these objectives will help students understand the importance and their personal job during this task. As Bradley and Kendall state, “Computer simulations are not intended to be a substitute for hands-on classroom experience; rather, they provide specific skill-building lessons to teacher candidates” (2015). This is why I must make sure that I am not supplementing material and using this as an extension, not a time filler.

I would introduce this to the class as something that we can do once we finish a task in math or math RTI. I would have to give explicit instructions on when it is appropriate to use this and when it isn’t. I would also have to explicitly explain that this game is solely for the next few units in math. I would bring the students attention to the board, where I would navigate to Google Classroom and click on the link under multiplication practice. I would then read the directions out loud to them so they understand what is being asked. I would point to the top bar (pictured below) to show them where their time is and where the target number that you are trying to multiply is.

Students need to understand where the numbers are coming from and the number they are trying to multiply to. I would go over key multiplication terms like ‘factors’ and ‘products’ which are terms they should already know but it is a great review. For this type of game, it is difficult to differentiate. I think I would challenge my higher level students to track their time and set goals for themselves. My lower level students won’t track their time and they will just play to practice their facts.

Assessing student literacies with this can also be difficult because of it being fairly easy to access this. I would start by assessing their scores and ability to use the game freely during unstructured time (not when I just introduced it). I would also assess the strategies that they may have used to solve the problem. Did they make a list of all their 6’s or did they skip count on their paper etc. This would allow me to see what works for a certain student and what doesn’t. As for media literacy, I would assess how they are able to navigate and problem solve using a game like simulation. I could do this by giving them an opportunity to play the game multiple times and try to come up with different factors that multiply to certain numbers. This would allow me to see their problem-solving skills in actions through the use of a simulation.



References:

Gee, J. P., & Schaffer, D. W. (2010). Looking Where the Light is Bad: Video Games and the Future of Assessment. Edge: The Latest Information for the Education Practitioner, 6(1), 3–19.

Bradley and Kendall (2015). A Review of Computer Simulations in Teacher Education. Journal of Educational Technology Systems, 43(1) 3-12.