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Case Study Story: Designing Maths Games (Turkey) Case Study Story: Designing Maths Games (Turkey)

This case study story is the one of a Turkish teacher engaged in the cycle 3 of pilots (Sept-Dec 2012). It gives an overview on what happenned in the classroom and on the impact of these activities as analysed by the teachers and the students.


  • The subject: Maths
  • Aims/Objectives:  To investigate maths game and design their own game.
  • Number in class: 20 
  • Location of lessons?  Classroom, computer lab
  • Resources used: Team Up, Weebly, Gmail, Sumdog virtual, Scratch, VoiceThread.

What happened ? Teachers and students experiences

  • Four groups of students were generated, with 5 pupil in each group.  Each group was given a name: addition, subtraction, multiplication and division.
  • The students were then how to create a blog with Weebly tool.  Team-Up was also explained to the students and all students were added to Team-up environment and the first comments recorded.
  • Gmail accounts were created for all students who had already been learning about email. During project, by using Team-Up and Gmail environment students constantly exchanged ideas.
  •  A virtual classroom was created on the site and all the students were added to this class. Students investigated the various games available on this site and also examined sample games in Scratch. Based on this investigation, students decided the kind of game they wanted to design and made drawings of the game.
  • Students learnt how to use the tool  At this stage, all the work done and the difficulties encountered were recorded by using the Team-up tool.
  • Students then learned how to use the Scratch program and passed to the construction phase of the game they designed.
  • The product designs and the prototypes prepared by students were presented to other students and teachers.  They were generally well-received.
  • The students added all documents, drawings, photos and videos used in their blogs and they shared comments on the studies conducted. Team-Up, Gmail and Voicethread environments were also used at this stage.
  •  The design of the games continued using Scratch, taking into accounts all views and comments received.

Key innovations: What was new or different overall ?

  • A student-centred approach: “A fully student-centred educational program was held in our school in which generally teacher-centred education was made.” (Teacher)

Teacher's comments

  • On technical difficulties experienced: “We have experienced serious difficulties in terms of time and hardware. The slowness of the internet was also among the difficulties encountered. Internet was slow and cut off from time to time. We didn't have an adequate number of computers.  Since some sites are blocked by the Ministry of National Education some studies were also blocked... The number of computers we have was very poor. Students had to use computers in groups. Some of the necessary web 2.0 tools were prevented by internet service offered by the Ministry of Education to schools.”
  • On the potential use of blogs as student portfolios: “Their blog pages can serve much more long-lasting as a portfolio storage.”

Student's comments

  • On increased confidence in maths skills: “We have learned many things at the same time. I saw increase in my performance in the lesson.”
  • On learning about new technologies: “Everyone at school is introduced with these technologies for the first time.”
Main enablers
  • Curriculum fit: “The activities were necessary and compatible with the topics. It was consistent with the curriculum one to one. We also have made the application by selecting one of the topics in the curriculum.”