Reading Discussion Points:
Go to: goo.gl/G89jIH. Is this the type of game Devlin spoke about? What type of video game is he referring to?
This game is not at all the type of game that Devlin is talking about. Devlin stresses that games should be a method of support for teaching mathematics as an additional tool to the textbook, teacher, and friends/family. He states that the game should enhance and supplement the learning of mathematics. This particular games does not support his idea of doing mathematics, but instead demonstrates knowing adding and subtraction facts. While a student demonstrates they know answers to simple addition and subtraction problems in the game (most likely through memorization), the game in no way demonstrates that a student understands the process of understanding what addition and subtraction actually is. The game provides no context to the operations and their meaning as well. It seems that the mathematics in the game that are used are an after-thought and do not actually support learning any new concepts or ideas in mathematics. I don't even know what lesson or material I would align this game to in the classroom, which is a key indicator that this game in no way supports Devlin's ideas on video games in the classroom.
What is the difference between knowing "How" and knowing "That" Which one is preferable and why?:
I think Devlin explains this nicely. While memorizing and understanding mathematics facts, such as "2+2 = 4" (The "That"), we save time in our computation and mathematics learning, what we do not do is learn the "How" or even "Why" with mathematics. While I can tell you the answer to "2+2" by learning "That," I cannot provide an answer of why or provide context on how this information can be used in the field. It is critical to understand the "How" in order to problem solve and use mathematics.
It's better to know the "How" as you can use this to interpret and find the "That." You can also interpret and apply the knowledge to different and practical scenarios in life.
What is technology’s role in each of these types of knowing?
Unfortunately, most mathematics related technology and games focus on the memorization of facts and ideas in mathematics and provides no context or teaching of the actual mathematics involved. The technology that is successful in the classroom is one that is combined with the teacher and text as an enhancement tool, such as the use of Desmos to graph functions that are being discussed in the class.
Devlin argues that video games is the medium that is best suited for teaching mathematics to middle grades students. Do you agree? Explain.
As one who doesn't play video games, I'll be honest, I am a skeptic. I need to become more familiar and see students interact more in the classroom with them to really buy into this idea. I also need to see a video game that actually enhances the teaching of mathematics, which I have yet to find. I will believe it when I see it, as they say.
Go to: goo.gl/G89jIH. Is this the type of game Devlin spoke about? What type of video game is he referring to?
This game is not at all the type of game that Devlin is talking about. Devlin stresses that games should be a method of support for teaching mathematics as an additional tool to the textbook, teacher, and friends/family. He states that the game should enhance and supplement the learning of mathematics. This particular games does not support his idea of doing mathematics, but instead demonstrates knowing adding and subtraction facts. While a student demonstrates they know answers to simple addition and subtraction problems in the game (most likely through memorization), the game in no way demonstrates that a student understands the process of understanding what addition and subtraction actually is. The game provides no context to the operations and their meaning as well. It seems that the mathematics in the game that are used are an after-thought and do not actually support learning any new concepts or ideas in mathematics. I don't even know what lesson or material I would align this game to in the classroom, which is a key indicator that this game in no way supports Devlin's ideas on video games in the classroom.
What is the difference between knowing "How" and knowing "That" Which one is preferable and why?:
I think Devlin explains this nicely. While memorizing and understanding mathematics facts, such as "2+2 = 4" (The "That"), we save time in our computation and mathematics learning, what we do not do is learn the "How" or even "Why" with mathematics. While I can tell you the answer to "2+2" by learning "That," I cannot provide an answer of why or provide context on how this information can be used in the field. It is critical to understand the "How" in order to problem solve and use mathematics.
It's better to know the "How" as you can use this to interpret and find the "That." You can also interpret and apply the knowledge to different and practical scenarios in life.
What is technology’s role in each of these types of knowing?
Unfortunately, most mathematics related technology and games focus on the memorization of facts and ideas in mathematics and provides no context or teaching of the actual mathematics involved. The technology that is successful in the classroom is one that is combined with the teacher and text as an enhancement tool, such as the use of Desmos to graph functions that are being discussed in the class.
Devlin argues that video games is the medium that is best suited for teaching mathematics to middle grades students. Do you agree? Explain.
As one who doesn't play video games, I'll be honest, I am a skeptic. I need to become more familiar and see students interact more in the classroom with them to really buy into this idea. I also need to see a video game that actually enhances the teaching of mathematics, which I have yet to find. I will believe it when I see it, as they say.