ECEC Conference 2018

In this session, we will introduce a project focusing on students' understanding and use of mathematical concepts in the process of redesigning existing board games. Students’ design of new rules involved using mathematics (i.e., multiplication, drawing and estimating area). Once a game is designed, players need to understand the roles and rules of different game pieces, engage in movements and actions in the modeled world, and make sense of it through play. As such, game design practice provides an ideal space for developing mathematical literacy during the design process as well as through the play experience.

This project was a collaboration between an inner-city elementary school of Calgary Board of Education and the University of Calgary, through which we explored different board games and the ways of engaging learners in redesigning games. In the grade 3 and 4 mixed class, students redesigned an existing game called Inverse 3D. Seven student teams created seven unique games that changes the different parts of the original rules. 

During the session, the participants will hear about the overall lesson designs. The participants will then play games that students (Grade 3/4) created and discuss the mathematical ideas behind the games and the potential of learners developing mathematical literacy with similar activities in their own classrooms. They will also provide some feedback for the student game designers.