Many researches highlight the positive aspects of the use of games in teaching, that, especially in mathematics, can lead to a more effective learning process. In particular, playful environments can better shape those stages of mathematical learning that require familiarization with procedures and too often lead learning into tedious mnemonic efforts by pupils. Since 2008, we have been involved in primary school prospective teacher mathematical training. Most of our classes are devoted to promotion of active learning (exp. PBL) and we stress on the fact that in order to design and direct such kind of activities a flexible mathematical knowlege is essential for the teacher. In our lectures, we analyse games and problems, with particular attention to the potential of the "new technologies". We developped a proposal for a web-based matematical "turnkey" game environment for primary school pupils, using the WIMS system. In widespread use throughout France, the WIMS system (WWW Interactive Multipurpose Server, https://wims.matapp.unimib.it/) is gradually revealing its vitality and effectiveness as a server for publishing interactive learning objects. WIMS was conceived by Xiao Gang and made public in 1998. Installed on a WWW server, it provides standard LMS-like facilities (virtual classes and students' management, discussion forum, repository of interactive documents, exercises, quizzes, ...). Its main strenght is its flexibility and the capability of interacting with sofwares of various kinds. This capability, together with the possibility to use random parameters, allows for the creation of a large variety of exercises with automatic scoring. WIMS's activities can be offered to the user with no need to install any additional software on the local pc (or on any mobile device) other than a standard web browser. From July 2019, in the WIMS distribution an example class "Play with math" is available, with a selection of mathematical games suitable for primary school children. This example class provides a "ready for use" environment for any teacher who wants to try it (and who can therefore adapt the virtual space for his own students so to monitor their progresses). We will illustrate some example taken from this class, so to show the potentiality of WIMS in providing interactive exercises that are significative from the mathematical (and therefore from the teaching of mathematics) point of view. The full example class is available at this url: https://wims.matapp.unimib.it/wims/wims.cgi?lang=en&+module=home&+user=anonymous,1097,anonymous We will also report the first reactions of pre- and in-service teachers that experimented this platform and that have highlighted some its strengths and weaknesesses. Finally we will discuss a few issues that a research on the effectiveness of such games should focus on.

Cazzola, M. (2019). Play with maths: mathematical games through wims. In ICERI2019 Proceedings (pp.2297-2305).

Play with maths: mathematical games through wims

Cazzola, M
2019

Abstract

Many researches highlight the positive aspects of the use of games in teaching, that, especially in mathematics, can lead to a more effective learning process. In particular, playful environments can better shape those stages of mathematical learning that require familiarization with procedures and too often lead learning into tedious mnemonic efforts by pupils. Since 2008, we have been involved in primary school prospective teacher mathematical training. Most of our classes are devoted to promotion of active learning (exp. PBL) and we stress on the fact that in order to design and direct such kind of activities a flexible mathematical knowlege is essential for the teacher. In our lectures, we analyse games and problems, with particular attention to the potential of the "new technologies". We developped a proposal for a web-based matematical "turnkey" game environment for primary school pupils, using the WIMS system. In widespread use throughout France, the WIMS system (WWW Interactive Multipurpose Server, https://wims.matapp.unimib.it/) is gradually revealing its vitality and effectiveness as a server for publishing interactive learning objects. WIMS was conceived by Xiao Gang and made public in 1998. Installed on a WWW server, it provides standard LMS-like facilities (virtual classes and students' management, discussion forum, repository of interactive documents, exercises, quizzes, ...). Its main strenght is its flexibility and the capability of interacting with sofwares of various kinds. This capability, together with the possibility to use random parameters, allows for the creation of a large variety of exercises with automatic scoring. WIMS's activities can be offered to the user with no need to install any additional software on the local pc (or on any mobile device) other than a standard web browser. From July 2019, in the WIMS distribution an example class "Play with math" is available, with a selection of mathematical games suitable for primary school children. This example class provides a "ready for use" environment for any teacher who wants to try it (and who can therefore adapt the virtual space for his own students so to monitor their progresses). We will illustrate some example taken from this class, so to show the potentiality of WIMS in providing interactive exercises that are significative from the mathematical (and therefore from the teaching of mathematics) point of view. The full example class is available at this url: https://wims.matapp.unimib.it/wims/wims.cgi?lang=en&+module=home&+user=anonymous,1097,anonymous We will also report the first reactions of pre- and in-service teachers that experimented this platform and that have highlighted some its strengths and weaknesesses. Finally we will discuss a few issues that a research on the effectiveness of such games should focus on.
No
paper
Scientifica
Math interactive games, educational games, teacher training.
English
International Conference of Education, Research and Innovation
978-84-09-14755-7
Cazzola, M. (2019). Play with maths: mathematical games through wims. In ICERI2019 Proceedings (pp.2297-2305).
Cazzola, M
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10281/249997
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