Maths Games
Games for use in the mathematics classroom in order to enhance learning.
Maths - Using Game Playing
This video features Anna Jones, teacher of mathematics, using game playing as a tool to consolidate the understanding of reflection, rotation and translation with students in a higher tier Year Ten GCSE class.
Key facts are reviewed before the students are put into pairs to play a game where their knowledge of transformations will help them to win.
Transformation golf
I always find this interactive golf game a favourite amongst students. The player has to get the ball in the hole by choosing the most effective geometric transformations to beat the target score for each hole.
There are two versions of the game. Transformation golf 2 has an option for players to restart individual holes, allowing students to improve their strategy.
The ball can be moved by translation; rotation through 900 about the origin or reflection in the x and y axis.
The game runs using Excel and the user has to enable the use of macros for it to work.
Mathematical Games from Around the World
The skills of strategy, forward thinking and logical thought are ones which make a good mathematician. Students can learn these skills through certain board games. This resource contains playing instructions for six mathematical games from around the world.
The games are:
• Alquerque - A Spanish board game similar to draughts
• Awithlaknannai - A Native American version of Alquerque
• Mu Torere - a blockade game from New Zealand
• Mancala - a board game from Africa
• Konane - a board game from Hawaii
• Five Field Kono - a battle game from Korea
Design a Board Game
Groups carefully design and produce their own board game. These games are then played and evaluated by other class members.
This involves developing ideas from 2-dimensional shape-and-space, together with basic concepts of probability. Students play a number of games which have been devised by someone else, discover faults and shortcomings and suggest improvements.
Students share their ideas within groups, then decide on a rough plan for their own game. Each group of students produces a detailed design, makes it, and checks the finished version. The groups exchange games and test them. When they are returned, each group re-assesses its own game in the light of another group's comments
