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=__Welcome to Math Games at Southdale:__ =

a project supported by CEESTEM
Early Childhood Educators (ECE) and Science, Technology, Engineering and Mathematics Educators (STEM) were brought together to focus on research dissemination to improve mathematics, science, and engineering in K-12 schools. Out of this meeting, the Regents' Center for Early Developmental Education at the University of Northern Iowa established the Center for Early Education in Science, Technology, Engineering and Mathematics (CEESTEM) to focus on this work in PreK-2 classrooms.

Description of Project
This is a collaborative project involving CEESTEM, UNI's Department of Mathematics, and classroom teachers and math coaches at Southdale Elementary, part of Cedar Falls Schools. The Math Games Project was formed to support early childhood educators in creating an educational environment to enable children to develop confidence and autonomy in their mathematical reasoning through the use of mathematical games. Together, the group is exploring:
 * 1) existing games and their potential for mathematical reasoning
 * 2) how to adapt existing games to make them more useful in regard to curricular and student needs
 * 3) creating new games for use within the classroom
 * 4) ways to facilitate the use of math games within an elementary schedule

Southdale teachers collaborating: Kitte Kjormoe, Emily Guetzlaff, Liz Ebensberger, Lisa Freese, Jessica Lammers, Sonya Kremer, and Jill Bergman. UNI faculty: Dr. Brian Townsend, Mathematics; Beth Van Meeteren, Curriculum and Instruction

= How I Began... =

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As a first grade teacher, math games became a part of our every day math time, and were also an option during Guided Reading. This is how I began my year:

The primary goal of game playing at the beginning of the year was socialization. It is worth the effort and time it takes to allow the children to learn to regulate their own behavior and play with different people. If all of this is ironed out in the beginning, they will go much further in their reasoning.

I liked to start out with the game of //Tapatan// as it is easily reproduced and played on an overhead projector or using a document camera. This allows the class to be engaged in the game and allows me to model (by thinking aloud) the thought process that can go on to try to win the game. After playing several games on the overhead with the teacher against the class, I had enough copies of the game so every child could play. I also modeled good sportsmanship by thinking aloud my frustrations at not winning, but talking myself through to still enjoy playing in spite of losing the game. We played Tapatan for several days doing this. After each game session, we held a class meeting where we briefly talked about what went well with our partners. This helped to build community and friendships.

After a few days of playing Tapatan, I introduced the game Fifty Chips. I introduced this game by taking two boards and playing the game with a student. I purposefully put more chips on my board and the other children pointed out my mistake. Depending upon the community, they corrected me kindly, or they claimed I cheated. This allowed a discussion about cheating and allowing game partners to make mistakes without being called a cheater. We practiced different ways of pointing out mistakes in kind ways. Students then chose between the game of Tapatan or Fifty Chips.

As the children played, I circulated throughout the room, taking note of how the children took turns, and also how the children worked with number. Were they able to take the other player’s perspective, beginning to block their opponent’s move, or did they play in a parallel fashion, not paying any attention to what the other player was doing?

= Continuing the Investigation = As you play each game, reflect on the following:

Mathematics Involved:
1.) What is the mathematical reasoning that is possible as the game is being played? 2.) What standards are being addressed? 3.) What are some strategies or mathematical models I can promote through thinking aloud?

Pedagogical Issues:
1.) What are effective ways to introduce the game? 2.) Who could benefit from playing this game? 3.) How can I facilitate student autonomy in playing the game? 4.) How can I get students to share their thinking with their peers while playing the game?

Ways to Improve the game:
1.) Appearance 2.) Wording of rules 3.) Changing of rules