Game Design Principles in the Classroom with Phil Daro (Early Math Collaborative at Erikson)

Описание: View more in our Early Math Idea Library: https://earlymath.erikson.edu/ideas

Phil Daro, one of the co-directors of the Common Core State Standards for Mathematics, describes his experience working with people in the field of computer game design. View more at earlymath.erikson.edu

In essence, curriculum developers and game designers have a similar end goal: create objectives that are challenging but not discouraging for the user (in Daro's case, the student).

There are, however, major differences in the implementation and surrounding research between the two fields. Ultimately, says Daro, these differences expose major flaws in schools' grading and trajectory policies.

"[Game designers] think, 'What will make them laugh? What will be fun? What will be cool to them?' That's their whole job: 'How can I make the user happy?'"

This has interesting connections with recent research about play (including research from the Early Math Collaborative at Erikson Institute). Findings generally support the idea that purposeful play—that is, play overseen by an adult who can recognize and make the most of educational moments—is extremely effective in teaching early math.

Computer game design that "makes the user happy" while still allowing for the exploration and collaboration that low-tech activities provide could become increasingly beneficial to students in the future.

Phil Daro is a member of the team that developed the Common Core State Standards for Mathematics. He is Site Director of the Strategic Education Research Partnership (SERP) at the San Francisco Unified School District and has worked with the University of California in directing large-scale teacher professional development programs.

This seminar took place on August 12, 2014, as a part of the Summer P12 Mathematics Institute, an event put on by Chicago Public Schools, DePaul University, and Erikson Institute. The purpose of the event was to build and expand capacity to provide high quality mathematics instruction in alignment with the Common Core State Standards for Mathematics (CCSSM) in networks, schools, and classrooms.