How Tall?

VELS Domain: Mathematics

VELS Dimension: Measurement, Chance and Data

VELS Level: 1

URL: http://pbskids.org/curiousgeorge/games/how_tall/how_tall.html

This is a fun game with a recognisable character which introduces and demonstrates the concept of using a unit of measurement. The commercialised character aspect could prove a little distracting, but the activity has a wealth of variety in both the object being measured and the object used as the unit of measurement. The “endless cycle” nature is beneficial as it can be used quickly by those who already understand the concept, as a reinforcer, or for an extended period – or multiple times – by students who need a little more time to explore and deeply understand the concept.

This activity requires complementary activities with physical models – such as blocks. As Manches, O’Malley and Benford (2010) explore, the adaptability of physical models to children’s own ways of understanding is critical to the development of concepts for students, but virtual models provide an importantly constrained environment to guide students to the desired understanding in case they are off track.  

References

Maches, A., O’Malley, C., & Benford, S. (2010). The role of physical representations in solving number problems: A comparison of young children’s use of physical and virtual materials.  Computers & Education, 54(3), 622-640. doi:10.1016/j.compedu.2009.09.023

Symmetry Game

VELS Domain: Mathematics

VELS Dimension: Space

VELS Level: 2-3

URL: http://www.innovationslearning.co.uk/subjects/maths/activities/year3/symmetry/shape_game.asp

This game tests student understanding of lines of symmetry in a variety of shapes including hexagon, parallelogram, and different triangles. It would probably be most effective used by students individually or in pairs, in order to maximally exploit the motivating effect of the points scheme. Provision of extrinsic motivation, such as points, has been shown to motivate students to engage in a task that may seem irrelevant to them (Snowman et al, 2009) – ideal for Grade 2 and 3 students being introduced to a concept like symmetry – motivation is also maintained by an opportunity to re-answer failed questions without a net loss of points. 

The clear animations of the shapes “folding” along their lines of symmetry will appeal to students with strengths in spatial and kinaesthetic intelligences, and you could further enhance this by providing some paper shapes for students to physically fold along with the animation. Howard Gardner has advocated technology’s capacity to complement our multiple intelligences, but also warns of pretty games potentially distracting from real educational goals (Gardner, 2000) – this danger is certainly apparent with this game which is really only exploring a single concept with students, a concept that should then be interconnected and built upon throughout the curriculum area.

References:

Gardner, H. (2000). Can technology exploit our many ways of knowing?  In Gordon, D.T. (Ed.), The digital classroom: how technology is changing the way we teach and learn (pp. 32-35). Cambridge, MA: Harvard Education Letter.  

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology Applied to Teaching. Milton, QLD: John Wiley & Sons Australia.