Given the considerable heterogeneity in students skills within Physica Education (PE) classes, there is a constant need for differential instruction and modification of games. In this chapter we present the game-based approach and curriculum model Game Insight (GI) and propose the 'game slope' concept. By embedding this concept in the didactical components of the GI curriculum model the PE teacher can design and teach meaningful game activities, in wich players' differing abilities and needs are met.
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In this paper we present an educational digital game, Function Dungeon, that we developed for learning about functions in a playful way. Results from a pilot conducted with fourteen 13-year-old students in a school in the Netherlands show that the game can foster ‘joyful practice’. That is, students experience fun and sense of control while practicing mathematics. Findings from this study contribute to the development of knowledge about digital educational games and its potential to transform traditional practices in education.
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This paper reports how a mathematics teacher uses a digital game for learning and teaching in the classroom. We utilize a case study approach to examine the pedagogical activities present in the lesson. The results of the study indicate that not all of the lesson objectives were met. Even though the teacher planned the lesson and the activities for the students, his lack of knowledge about gamebased pedagogy had an impact on the learning outcomes.
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