ECE211 - Mathematical Learning In The Early Years
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ECE211 - Mathematical Learning In The Early Years
AT3 (Assessment Task 3): Guide and Information
DUE DATE: Friday 6 October at 8pm
Word count: 2000 words
Weight: 50%
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Introduction:
For this assignment you will design and create a worked example of a board game for 2 – 4 players. The game will be designed to be played with children who have developed cardinality (typically aged 4 and upwards) who are able to engage in play where they are learning to take turns.
The game you design will support children to develop their knowledge of number relationships.
Use the unit content in Modules 4-6 to make your design choices, with speci{c attention to Module 5.2. Your game should include ways of supporting one or more of the areas found in Module 5.2: subitising, comparing groups, one more, one less, two more or two less, benchmarks of 5 or 10, and part-part-whole.
The assignment is in two parts.
Part 1: You as the Game Designer and Game Player.
You will explain the number learning objectives for the game, your rationale for choosing these objectives, your Number Learning Design choices (what you have designed and why) and what you will do and look for when playing the game with children.
Part 2: You as the Game Maker.
You will provide a visual record as you make the game and identify (notice) the mathematics you used as you made it.
Read the description of each Part, and then work through the 'Designing the Game Instructions'.
Part 1 - You as GAME DESIGNER and GAME PLAYER
You will need to use literature as references in this part. Use only literature from the ECE211 Reading List and online articles embedded in Modules 4, 5 and 6 as references.
Use what you have learned from the unit content in Modules 4, 5 and 6 to design
your game and write this Part of the assignment.
Word Count: 1200 words
Follow the Designing the Game Instructions (see further down the page) to design your game and answer these questions.
1. Brie|y describe your choice of game theme and game rules (maximum 100 words).
2. Explain the overall number learning objectives for the game (what number learning does the game target?) and your rationale for these objectives (why is this number learning important for children to learn?).
3. Describe your design choices for each of Number Learning Design Choice you made in ‘ Designing the Game Instructions’ (using the instructions below) and explain the speci{c number learning purpose (number concepts, ways of thinking and/or skills) for each one.
There are {ve Number Learning Design Choices for you to make and explain:
1. Number Track Path
2. Dice
3. Active Spaces
4. Game Play Questions
5. Game Play Strategies
There is one optional Number Learning Design Choice - Additional features - for any additional game features that you have designed to support number learning that are not included in the {ve Number Learning Design Choices above.
Part 2 - You as GAME MAKER
You do not need to reference any literature in the Part.
Word Count: 400 written words
Additional word count: Making the game is worth 400 words.
Total word count for Part 2: 800 words
In this Part you will document making your game by keeping a visual and written record that captures the steps you took to make the game from start to {nish. At the end of this process you must have a physical game that could be played face-to-face with children.
You will submit a minimum of 6 and up to 10 photographs that show you making the game (the making process).
One photograph must show the completed game with all the game parts you have designed and made, for example the dice, tokens, board, and action cards (see part 2) if you have made these part of your game. The active spaces (see Part 2) must also be clearly visible and able to be read.
You will write notes for each photograph that describe the making process and the speci{c shape, space and measurement knowledge you noticed that you used as you made the board and game parts. For example, what shape properties and spatial attributes did you use as you made your game board?
What measuring did you have to use?
Write your notes as if you were describing the mathematics you used in a conversation to a friend. Highlight the mathematical words you use by bolding them. For example, “ I had to decide how to {t the path on the paper.”
One way to format this Part is to create two columns, with a photograph on one side and notes (the written process) on the other.
Designing the Game Instructions
Use the criteria below to design your game and write your responses to the questions in Part 1.
The Game Theme and Rules
Theme: You can choose any theme for your board game and choose how to decorate it. Your theme could be based on the game objectives, on a story you create, or on a children’s book.
Rules: Provide a set of simple rules for playing the game. Include the game objectives, turn taking, and other important information that players must know to play and enjoy the game. For example, how will the game start? Who goes {rst?
Include information about key features such as active spaces and action cards if action cards are part of the game (see 3. below).
1. The Number Track Path.
. There must be 30 spaces for the number track path. The number track path must {t onto A3 size (297 x 420 mm) card or paper. The paths can be hand drawn onto card or paper, or drawn digitally using a computer. If it is created on a computer, it must be printed onto card or paper.
The number track path can be made using any shape you like (e.g. circle or squares) but the shapes must be connected e.g
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. The number track path can be a straight with corners or curve in any direction, but it must not cross over itself and must have a labelled start and {nish space.
Number Learning Design Choice: Choose whether you will number the number track path spaces or leave them blank.
Number Learning Design Choice: Choose what type dice you will use, and how many will be used to play the game.
. For example, you can choose to use quantity or numeral dice.
. For example, you may choose to use more than one dice.
. For example, you can modify or create dice that will play a particular role in the game.
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3. Active Spaces.
Active Spaces are spaces that have instructions to do something that will require children to use number in a speci{c way if they land on that space. Your number
track path must have between 6 and 8 active spaces. Number Learning Design Choice: Choose what actions children will be required to do for each active space that you have on your board. For example, an active space could be “There’sa hungry brontosaurus stomping about. Go back 2 spaces.” For example, and active space could require children to roll a dice again or roll a second dice that has been created for a speci{c purpose. For example, an active space could require a child to pick up an action card from a pack that has been created for a speci{c purpose. |
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4. Game Play Questions Number Learning Design Choice: Choose two questions you would use to support children to notice the ways they are using number to play the game. |
5. Game Play Strategies
Number Learning Design Choice: Choose at least two strategies that you would use to support children to notice, explore and talk about the number concepts, ways of thinking and skills they are using in the game.
6. Additional features (optional)
Number Learning Design Choice:: This is an optional section for any additional game features that you have designed to support number learning.
2023-08-26