There are two types of math learning, both of which are well-suited to game-based learning, with the potential to foster a love for math in young learners. The first type is algorithm and processing, which involves learning formulas and basic math facts. The second is conceptual/abstract, focusing on understanding the ‘why’ behind the process. However, it is also important to recognize a third category, application, which refers to the practical use of a process and concept, and is highly relevant in real-world scenarios.
Modern math instruction focuses on conceptual learning more than processes. Interactive computer games use logic and reason to challenge students to think critically. Old-school games (before the internet) challenged students to perform processes with accuracy and speed. Think math flashcards. Flashcards rely on rote memory, repetition, and practice. Is one preferable to the other?
Research is mixed on whether digital interactive games improve student learning. Math game designers believe interactive games increase student engagement, and most studies support them. One conclusion from a National Institute of Health study is that “…the quality and resources provided by the school’s digital environment can influence the effectiveness of digital educational games in engaging students and ultimately impact their motivation levels.”
Finding Quality Math Games
However, the key factor in the effectiveness of digital interactive games is the ‘quality and resources’ they offer. This is where the challenge lies. What defines quality in math interactive games? A simple web search for math interactive games yields hundreds of results. How can parents or teachers determine the quality of an interactive game?
One way is to know it’s important to note that a digital interactive game is not a substitute for instruction. Students apply the math they’ve learned to play the game. The question that remains to be answered is whether the student is learning something new or simply applying a math process or concept they have already learned.
To be clear, I am a proponent of using computer-based interactive math games in the classroom, beginning after second or third grade. Using more traditional games like card or board games from Pre-K to 3rd grade is perfectly fine. Why not before? Research shows that until a child demonstrates proficiency in basic and rudimentary skills (such as addition and subtraction), more time spent on computers can negatively impact learning. This is also true of reading comprehension and developing language skills. So, what is the role of games in learning math concepts?
Math Games Should be Engaging
All games, digitally interactive or not, engage students and improve student motivation to learn challenging math concepts. Contrary to popular belief, games are not instruction. They are a tool in the toolbox to supplement the instruction delivered by an adult. They are not standalone components of teaching. Interactive games are a part of the instructional lesson plan. How should games be included in a math lesson plan if they are not the instruction? Great question!
All instruction should have a measurable goal or objective. For example, the objective in a third-grade math class is for students to be able to fluently and accurately recite multiplication tables through twelve. The teacher teaches multiplication, provides group and individual practice opportunities, and assesses how well the students learn multiplication tables.
Think back to your elementary math class. Can you think of any more boring activity than memorizing the multiplication tables? It’s tedious! It’s also necessary for a student’s future success in later grades’ math classes.
A good math teacher knows their students. The yawns, blank stares, and doodling are blinking light signs that your students are mentally checking out. It’s time to break out the interactive games! Interactive games can be used to incentivize students to complete challenging math work, and good teachers can use them to assess their lessons and teaching.
Using Interactive Games in Math
The role of interactive games is to engage and motivate students. Interactive games allow for practice at a student’s comprehension level and skill. They support learning by giving students a fun way to practice applications – for example, a shopping program teaches money skills and decision making. Interactive games don’t have to be on a computer. Several excellent card and board games work just as well. In my classroom, I set up stations with different types of games. The class rotated to each station with varying types of math, from review to introducing new concepts to application.
One misconception is that interactive games must be computer-based. Getting students to engage in conversations with one another through simple card or board games is as effective as having them sit in front of a screen and interact only with it. Also, remember the great outdoors! Math can be outside a classroom. There are many math games that involve physical exercise and movement.
When used appropriately, interactive games play an essential role in learning math concepts. They are excellent for practicing a new skill, practicing applications, or assessing instruction. Interactive games increase students’ engagement and motivation to learn math. All hallmarks of an effective math classroom!
