Kaufmann, M.L., Bomer, M.A., & N.N. Powell. (2009). Want to play geometry? Mathematics Teacher, 103(3), 190.
In this article, the authors argue that students can learn to understand proofs through playing games. They explain that by setting, following, and disputing rules in a game, students can learn the main ideas covered by proofs. When students play games, they understand that rules are true, unchangeable, and if the rules contradict one another, the game is not fair. Also, by looking at the statement of the rules, students can prove whether or not a play or move was fair. Games draw the attention to students because they are familiar and they allow students the chance to play and be creative. In the article, the authors suggest game ideas that will help students be engaged while still allowing them to develop the skills to write proofs.
I think that games are a great idea to engage student’s interests while still helping them develop the skills necessary to write proofs. Many students have played lots of games in their lives, and they would be able to understand how rules work, and what is considered to be against the rules of a game. When students can recognize when someone has contradicted the rules of the game, they can also begin to understand that some things can contradict proofs. Also, they can see that all possible cases that could happen in a game need to be confronted in the rules. For example, in a dice game, all the possible rolls and combinations need to be discussed in the rules, so no holes are left in the explaination. This helps students understand that proofs need to cover all possible cases, as to leave no gaps in the proof. By comparing proofs to something familiar, the students can better understand the questions proofs need to cover and the information they should contain.
Haley,
ReplyDeleteI like how clear and engaging your topic sentence is! I was really curious to keep reading to see how games can help students learn proofs! I am really curious though as to what age group this theory was geared towards. All age groups? Middle school students? High school students? Elementary school students? I also would love to know what some suggestions of this games were and if it had been testing on a classroom yet. So maybe a bit more detail would have been nice, but your paragraph was clear, and now I really want to read the article!
Thanks for your post!
Thanks for your thoughts and summary, it was easy to follow along and read. I especially enjoy how games help students think about something they dont intend on thinking about like how the games kind of force students to think about proofs while to them theyre having fun.
ReplyDeletejust a suggestion though, you mentioned that the author suggested game ideas that would help students develop skills in writing proofs. Perhaps you should list some of those game ideas. Other than that I think your blog was great!
You did a good job. I thought it was clear and concise and that the main point was covered well. I think it flowed and you maintained a professional tone. I would like to have maybe seen an example of one of the games they used in the article. Good job.
ReplyDeleteYou did a great job on your entry. You had clear topic sentences and supported your position.
ReplyDeleteThe article sounds really interesting. Did the author mention any games in particular that would be good to teach students about proofs? I guess any game works, but I'm curious how the teacher would set up the classroom activity so students can best make the connections. I agree it's a good idea though. Great job!