Journal #4

Title: Serious Gaming: ‘Learn Math or Die Trying’. Author: Linda Briggs
T-H-E Journal, September 2007 issue

This article is a case study on the math software product Dimenxian that is being used as an algebra learning tool in an eight grade class. The author writes enthusiastically about the success her students have when using the learning software. She describes her teaching experience as being historically problematic with middle schoolers when they reach the point where algebra is taught. The software Dimenxian is heralded as an active game where algebraic concepts are taught and practiced in a competitive format. The students can play the game as an individual or they can compete against peers. The author males claim that the software product has sparked student enthusiasm for algebra and this has lead to their greater success.

This article attempts to illustrate a product that can be useful in teaching algebra in middle school. However, the illustration itself seems to be superficial to the extreme. Because of this the article takes on the theme of an advertisement. There is no data presented to convince the reader that the product has been measured against specific criteria and found to be a success. The claims of success are general and unsupported which cause the article to lose credibility as a reliable source. The whole approach rings too closely to that of advertisement. It is detailed in the history of the product and the awards it has won and even on the newest offering from the developer. Therefore, I felt it was more akin to a commercial.

Question #1
Do gaming software products belong in the classroom? I think they do. Although this article is scant of any details that would convince the reader that their claims of success are a result of including math gaming in the classroom, the premise seems logical. If there is a way to excite middle schoolers about algebra and software games such as Dimenxian can increase the math comfort zone then why not include them in the curriculum? Learning comes from many sources and learning from games is usually a fun activity. Therefore, I think they have a place in the classroom.

Question #2
What is the cost probability of getting math gaming in a classroom? This case study was from a high achieving school district in Georgia. The students had updated computer systems in a computerized math lab. The district also had been accredited as a leader in technology on the classroom. The cost of the necessary infrastructure for many other districts would probably be prohibitive. If a school or a district was already technologically advanced the chances of getting math gaming would be better than for that of schools in poorer districts and still technologically lagging. This makes the probability of having math gaming in a broad array of schools minimal.