Come Wii with Mii!
Mathematics and Wii, Working Together
Christina Gawlik
Kansas State University
[email protected]
Educational Video Gaming
 Provides intrinsic motivation in the learning
environment
 Learning context is meaningful to students
 Games and the act of play, have positive effect on student
motivation and retention of knowledge
(NCTM, 2000; Ma and Kishor, 1997; Sedig, 2008)
As educators, how can we use this
information?
Student Created Experiments using Nintendo Wii
2. Supporting NCTM Standards
3. Differentiated Instruction – Supports All Students
1.
Getting Started: Using Wii Sports
What are potential types of data to be
collected when playing…?
 Baseball
 Tennis
 Bowling
 Golf
Variables to Consider
 Gender
 Number of wins/losses
 Dominant/Non-dominant
 Game averages
handedness
 Time of day
 Height of student
 Eyes open/close
 High/low scores
 Students who regularly
play Wii, and those who
don’t
So, what can we do with this
information?
Student Created Experiments
 Ask a Question
 Do Background Research
 Construct a Hypothesis
 Design an Experiment
 Test your Hypothesis by Doing the Experiment
 Analyze your Data and Draw a Conclusion
 Communicate your Results
 Discuss Future Extensions
How to use Differentiate Instruction
Independent Students
 Allow students to
create their own
experiment
 Self directed
 Minimal teacher
facilitation
Students who
Dependent Students
need Probing
• Supply students
with more
 Provide suggestions
direction:
for hypothesis
hypothesis
 Use guiding
&discussion of
questions to
what data to
encourage
collect
background
• Facilitate
research, data
background
collection
research &
strategies and
analysis
analysis
Differentiation Instruction
 Instruction designed to meet the needs of diverse learners
 Honor individual students
 Increase curricular outcomes
 All students have the same goal, they just reach it differently
Let’s Bowl!
First
Name
Gender
Dominant
Hand
Frame
1
Frame
2
Frame
3
Frame
4
Frame
5
MACE Conference Data
Thursday March 5, 2009 Session 1
First
Name
Gender
Dominant
Hand
Kim
F
R
Frame
1
7
Frame
2
/
8
18
DeLaine
F
R
8
M
R
-
7
M
R
X
19
6
4
9
8
/
X
28
7
1
7
6
53
2
43
1
9
64
X
2
69
35
56
-
2
Frame
5
60
26
/
9
/
5
39
/
Frame
4
52
2
6
9
8
17
20
Preston
/
36
8
Dusty
Frame
3
1
73
5
68
73
Analysis of Final Scores
Range = 30
Mode = 73 (bimodal)
Median = 71
Mean = 64.5
Which central tendency is the best representation of this data? Why?
MACE Conference Data
Thursday March 5, 2009 Session 2
First
Name
Gender Dominant
Hand
Leslie
No
F
Ashley S
Yes
F
Ashley D
Yes
F
Jeremy
No
M
Frame
1
R
Frame
2
X
X
27
R
6
3
3
7
7
/
5
9
8
2
3
7
-
6
40
8
6
39
1
46
X
52
50
2
/
1
80
42
6
9
/
71
31
-
20
Frame
5
35
22
/
15
6
27
6
1
Frame
4
53
X
9
R
7
45
9
R
Frame
3
-
2
54
No/Yes Under Names: indicates if the person has ever played Wii before.
Student Created Experiments
1.
Ask a Question
1.
2.
Construct a
Hypothesis
2.
3.
Do Background
Research
4.
Design an
Experiment to Test
your Hypothesis
5.
Carry Out
Experiment &
Collect Data
6.
7.
Analyze your Data
and Draw a
Conclusion
Communicate your
Results & Discuss
Future Extensions
3.
4.
5.
6.
7.
Who has higher bowling scores, boys or girls?
3rd grade students in Mrs. Byrd’s class will have
higher bowling scores than Mrs. Woodlock’s 5th
grade class.
Research professional bowling teams
Boys and girls will take turns bowling 3 games
each, and determining personal averages. Averages
of boys scores and girls scores will be compared.
Create a schedule to collect data
Compute personal averages, the average score for
boys, and girls. Determine a conclusion.
Create a presentation of results that discuss
findings and explain further extensions of
experiment
What does the classroom look like?
A Suggested Timeline
Week 1 & 2
 Introduction & Initial Design
 Creating a hypothesis, plan to carry out experiment, & create data
recording apparatus (table, poster, excel)
 Data Collection & Background Research
 Students begin collecting data
 Before/after school, lunch, recess, or create centers to engage all students during
class, use afterschool programs
 Others are conducting background research
 Practice problems
 Example data from websites, texts, and/or newspapers
 Calculate central tendencies, probabilities, and representations of data
 Write about results
Suggested Timeline
Week 2 & 3
 Collect “Real” Data by Mimicking Student Experiments
 Fieldtrip to a bowling alley
 Play softball or tennis on school grounds
 Draw Conclusions about Video & Real Data
 Calculate central tendencies, probabilities, and representations of data
 Discuss similarities and differences from virtual vs. non-virtual
experiences
Suggested Timeline
Week 3 & 4
 Create Presentation & Communicate Experimental Design &
Results
 Posters, PowerPoint, Website
 Present to class, other classes, administration, parents
 Parent/Teacher Conferences
 Parent Math Night
 Create a class book of student group experiments
NCTM – Supporting Student Learning
 During the unit all Process Standards will be addressed
 Problem Solving
 Reasoning & Proof
 Communication
 Connections
 Representations
Additional Project Ideas
 Class challenges among
 Economics – SimCity Creater
same grade levels or across
grade levels
 Challenge adults (parents,
teacher, other staff) vs.
students
 Discuss geometric
probabilities when playing
Tennis Target Training
Game
 Music –Wii Music
 MSNBC Article
http://www.msnbc.msn.com/id/29127548/
 Wii Fit
 Ability to store and graph data over
time
 Set personal goals
 Record other activities and the
amount of time
Information to Ponder
Background Research
 Compare data from their favorite professional or local sports
team with the data collected from their experiment
 United States Bowling Congress www.bowl.com
 KC Royals http://kansascity.royals.mlb.com/index.jsp?c_id=kc
 Consider drawing similarities and differences between virtual
play and actual play
 Take a fieldtrip to the bowling alley
 Analyze data on http://www.bowlingstats.net/ for FREE!
Example Hypotheses
 Students will bowl higher scores using their dominant hand
 Boys will throw more strikes
 Students who don’t play video games will have a lower game
average than those who do
 Students who play sports will have higher scores than those
who don’t
Design an Experiment to Test Your
Hypothesis
 What data will you collect?
 How will you collect it?
 How will data be recorded & stored?
 Predict type of analyses to you plan to run
Carryout Experiment
& Collect Data
 What is your class plan for collecting ?
 How many experiments do you want running at once?
 What type of data do you want your students to collect?
Analyze Data & Make Conclusions
 Calculate statistical analyses
 Averages
 Ranges
 Maximums
 Minimums
 Quartiles
 Regressions
 Make Concluding Statements
Communicate Your Results &
Address Ideas for Experiment
Extensions
 Write a report
 Create a presentation
 Present to class/other classes/Principal/Parents
 Collect all studies and create a class book
 Student portfolios
How can this project support
Differentiated Instruction?
 Changing Expectations
 no need for a rules - based approach to mathematics
 Problem based learning
 Getting to know your students
 Transforming tasks to meet the needs of all learners
How could YOU implement the Wii
into your students learning?
Other Fun Wii Games
 Wii Fit
 Set personal goals and get fit simultaneously
 Sim City
 Develop a functioning city and track the economics
 Wii Music
 Learn to read music and become a musician
 Rock Band
 Start a rock band with up to 4 players
 Guitar Hero: Aerosmith
 **Wi-Fi: play against your friends from another location