Encountering Mathematical Problems Through the Making of Board Games

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Design Considerations in Mathematics Learning

Abstract

In this study, grade 3 and 4 learners went through the process of playing and redesigning an existing boardgame called, Inversé for mathematics learning in a western Canadian school. They turned the original game with 3D wooden-blocks into paper-based games that involved area estimation. We collected ethnographic data, including video recordings of the classroom, photos of students’ in-progress and final games. We discuss three groups’ iterations of materializing their ideas into playable game pieces and boards, such as adjusting board sizes and accompanying game pieces. The findings demonstrate how learners encounter mathematics and pursue their own mathematical problems with the teacher, forming assemblages of mathematical and game-making practices.

Authors

• Beaumie Kim, University of Calgary

• Reyhaneh Bastani, University of Calgary