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ERIC Number: EJ708271
Record Type: Journal
Publication Date: 2004-Nov-1
Pages: 4
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-0746-3537
A Structured Framework for Using Games to Teach Mathematics and Science in K-12 Classrooms
Williamson, Keith M.; Land, Lee; Butler, Beverly; Ndahi, Hassan B.
Technology Teacher, v64 n3 p15 Nov 2004
The notion of using games to engage children in learning activities is not new. Instinctively, kids create games to help them make sense of the world around them. Mostly, they play rules-based sports games, where they interact according to specified rules of engagement that determine the behavior of players and the results of their interactions. Beyond these rules-based games, children also participate in "pretend games," where they mimic the behavior of adults and explore the implications of rules and the roles in society. There is no doubt that one way to generate children's interest in mathematics and science is through their favorite activities or games. To a great extent, the classroom environment can be compared to a game. First, there are rules to define acceptable conduct for participants (teachers, students, and others) and outcomes, which determine successful and unsuccessful behavior. Traditionally, these outcomes were restricted to students (pass, fail, A, B, C, etc.), but recently outcomes are directed at teachers and school administrators, who are now accountable for student achievement in the form of legislation such as the Virginia Standards of Learning, where school designations are issued (accredited, accredited with warning, or needs improvement). In this article, the authors discuss ways to incorporate games to teach mathematics and science in K-12 classrooms.
Publications Department, International Technology Education Association, 1914 Association Drive, Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia