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Case Study // 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.

Background

  • The subject: Maths/ICT
  • 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.

Teachers and students experiences: What happened ? 

  • Four groups of students were created, with 5 pupils 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 http://www.sumdog.com/ 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 https://voicethread.com/.  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)

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