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Case study // Designing a maths game (Estonia)

This case study story relates the experience of an Estonian 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.

Background

  • Age of students: Form 8 (14-15 years)
  • Number in class: 16
  • The subject: Maths                      
  • Aims/Objectives: To design a maths game (board or computer game) and to evaluate the games designed by other students. 
  • Over what period of time? 3 lessons
  • Location of lessons?  Classroom         

Teachers and students experiences: What happened ? 

In the first lesson, students were introduced to the project and told they could choose whether to make a computer game or a board game.  As there is only one computer lab at the school and students do not have ICT lessons, it was difficult for them to make a computer game, although one student managed to do so.
 
Students were divided into groups and asked to come up with ideas for a game.  The groups were selected simply by drawing lots.  Once the groups had agreed on an idea, they prepared a draft version to present to the rest of class for feedback.  They then worked on a final version of the game and, at the end of the project, the class had an opportunity to play each other’s games.
 

Key innovations: What was new or different overall ?

Although this case study made very limited use of technology, the students felt that the overall approach was very different from the types of lessons they were used to, “Usually we take notes in our exercise books and then do exercises in the workbook.”  In particular, presenting their work to each other and receiving feedback was something novel, “Usually we don’t present our projects, which we have done at home, in front of the class. We have presented our homework this way only in maths lessons.”
 

                                            Read the full case study