![]() ![]() ![]() It can be very informative to see how you rate your own attempt after looking at the work of others. After you are done peer reviewing, you may want to evaluate your own solution. (This process is anonymous.) This final stage takes place in the Peer Evaluation module. ![]() STAGE 3: You evaluate three Problem Set solutions submitted by other students. You should view the Tutorial video for each Exercise after you submit your solutions, but BEFORE you start the next Exercise. The format is just like the weekly Problem Sets, with machine grading. STAGE 2: You complete three Evaluation Exercises, where you evaluate solutions to the Problem Set specially designed to highlight different kinds of errors. STAGE 1: You complete the Test Flight Problem Set (available as a downloadable PDF with the introductory video), entering your solutions in the Peer Evaluation module. It is important to do them in order, and to not miss any steps. Test Flight provides an opportunity to experience an important aspect of "being a mathematician": evaluating real mathematical arguments produced by others. You may find yourself taking a lot longer. The time estimates for completing the weekly Problem Sets (Quiz format) are a bit more reliable, but even they are just a guideline. Expect to spend a lot longer going through the lectures sufficiently well to understand the material. BY THE WAY, the time estimates for watching the video lectures are machine generated, based on the video length. If possible, form or join a study group and discuss everything with them. This may all look like easy stuff, but tens of thousands of former students found they had trouble later by skipping through Week 1 too quickly! Be warned. (It comes with a short Background Reading assignment, to read before you start the course, and a Reading Supplement on Set Theory for use later in the course, both in downloadable PDF format.) This initial orientation lecture is important, since this course is probably not like any math course you have taken before – even if in places it might look like one! AFTER THAT, Lecture 1 prepares the groundwork for the course then in Lecture 2 we dive into the first topic. The rules of the game and the children's motivation usually keep them on task.START with the Welcome lecture. Independence - Children can work independently of the teacher.Home and school - Games provide 'hands-on' interactive tasks for both school and home.Assessment - children's thinking often becomes apparent through the actions and decisions they make during a game, so the teacher has the opportunity to carry out diagnosis and assessment of learning in a non-threatening situation.The math department has a free tutoring lab in Garrison Gym, available weekdays for all students registered in UH math courses. In a group of children playing a game, one child might be encountering a concept for the first time, another may be developing his/her understanding of the concept, a third consolidating previously learned concepts nsm.uh.edu College Success Tip 3 YOU MUST ASK IF YOU NEED HELP There are many resources available to UH students who need help in math courses. Different levels - Games can allow children to operate at different levels of thinking and to learn from each other.Increased learning - in comparison to more formal activities, greater learning can occur through games due to the increased interaction between children, opportunities to test intuitive ideas and problem solving strategies.Positive attitude - Games provide opportunities for building self-concept and developing positive attitudes towards mathematics, through reducing the fear of failure and error.Motivation - children freely choose to participate and enjoy playing.Meaningful situations - for the application of mathematical skills are created by games.The advantages of using games in a mathematical programme have been summarised in an article by Davies (1995) who researched the literature available at the time. have specific mathematical cognitive objectives.normally have a distinct finishing point.are governed by a set of rules and have a clear underlying structure.involve a challenge, usually against one or more opponents a.Oldfield (1991) says that mathematical games are 'activities' which: There is also no interaction between players - nothing that one player does affects other players' turns in any way. The players make no decisions, nor do that have to think further than counting. In this sense, something like Snakes and Ladders is NOT a game because winning relies totally on chance. Gough (1999) states that "A 'game' needs to have two or more players, who take turns, each competing to achieve a 'winning' situation of some kind, each able to exercise some choice about how to move at any time through the playing". ![]() When considering the use of games for teaching mathematics, educators should distinguish between an 'activity' and a 'game'. This article supplies teachers with information that may be useful in better understanding the nature of games and their role in teaching and learning mathematics. ![]()
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