In it you mentioned mathematician’s notebooks – much like Beethoven’s scores – with things crossed out, paths leading to dead ends; and that when we see the proofs – or hear the symphonies – we see the final, close-to-perfect result of a lot of struggle.

So I’d really like to see Euclid’s notebooks.

A good proof is sort of like a chess game: you wonder why he started here, where he’s going, then all of a sudden, it’s “check”, = QED.

Speaking of proofs, have you read about Mochizuki’s proof of the ABC Conjecture? So far, nobody understands it, and Mochizuki isn’t talking. I hear that if the conjecture is really proved, it would clear up a lot of other areas.

Would it be unmathematical to assume the proof is valid, then go to the other areas that seem to depend on it, and see where that leads?

]]>My first question is, why do you limit the platforms to portables? Is it because those are more suited to what you’re doing? I’m an old salt, rooted in desktops (before that, mainframes), who recently made the switch to laptops.

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â€śHow to design video games that support good math learning: Level 6 « profkeithdevlinâ€ť.

Thank you ,Magaret ]]>

Level 6 « profkeithdevlinâ€ť with my best pals on twitter.

I personallyonly needed to distribute your great posting!

Thank you, Mel ]]>

I’ve been working on educational games for about 4 years now, and share most of the opinions you’ve expressed in this series. Thanks for writing this up.

Math games are harder to design for me since a lot of research about math misconceptions is focused on symbols. It is hard to strike the balance of adding just enough symbols to allow transfer to the material schools are used to. I was curious to hear what your opinion was on the usage of symbols in this game: http://games.cs.washington.edu/Refraction/

Thanks!

-Francois

I can add that they are very motivated.

I agree that it is my job to help them to the next level by using symbols. ItÂ´s the same thing as when I want them do draw a picture when they solve complex problems. I donÂ´t leave them at that stage. They need the symbols as well, but first they need to be confident in the concept before they get to the abstract level.

Thank you for the tips about jiji and number bonds. IÂ´ll look into those games to see what they have to offer.

Happy Easter from Sweden

Birgitta WikstrĂ¶m