Review: Mathematics Education for a new era: video games as a Medium for learning

June 18th, 2011 | by Sol |

How can we rethink the current Math education paradigm to consider the wealth of available technology? Can video games teach basic math skills or are they just a waste of time? Video game helps students to Math proficiency? What are the key elements in a game that promotes the mastery of mathematics? These are some of the "game change" questions, Keith Devlin tackles in his new book "mathematics education of a new era: video games as a Mediumfor learning."

Keith Devlin is well qualified to explore these important issues. He is researcher focused on using different media to teach mathematics. He is the author of 30 books; a number of them to examine how we learn Math. Devlin has published more than 80 research articles and he has won numerous prestigious prizes and awards. And many of by Keith Devlin as "Math guy" on National Public Radio, the man who since 1995 has takes important mathematical ideas from current events and explain them as general audience can understand them.

I am very fascinated by the question of how computers and specific game can help students to learn Mathematics. I must admit that I am somewhat apprehensive about video games the power to change the Math education, but it is, because all I have seen, are mathematical exercises with sweet graphics and sound effects thrown in to try to keep pupils. Devlin does not address these types of games, but. He thinks games where pupils identify deeply with the game. Garden, or "is" an avatar is an important way to help kids identify with games. In a successful game the player gets a role and the game supports him or her to grow and mature in this role. If a game is designed to improve Math proficiency can include avatars that are competent in the subject and give experience to the player "grow into" competence. Devlin makes the seemingly subtle, but very important distinction between "do Math" and "Math." He claims, and i agree that a person who perceives himself as a person who grows as a "mathematical able" person is far more likely to succeed than a person who simply "do the Math." The former is an identity, while the latter is that many, a task.

I lead Math circles in Santa Fe. We collect one night a month. I throw out a math problem, ask many questions and encourage group members, which include adults and children, to investigate the problem, to make and test conjectures, and, most importantly, I invite the group to have fun. People as a group, they learn things, and they have fun. After having read the Devlins book realize I have created an environment for learning, which has most of the ten most important features of the game that Devlin borrows for his work:

failure not hurt risk is a part of the game need for immediate feedback is used to "Star" trial and error is almost always the best plan, there is always an answer, I can do the math competition is always fun and familiar bosses and rules is less important group action and conflict

I Devlins focus on games, assumes the right games. I hope that the educational game designers use his ideas when designing educational opportunities. And in the meantime, teachers (and Math circle leaders) would do well to borrow some of the ideas in what works in the virtual worlds in their classrooms.

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