EdSurge News Reports on the CUNY Games Network

The following was published on Ed Surge News. Follow the link at the bottom of this reprint to find the original publication.

By George Lorenzo Sep 13, 2016

When four professors from the Borough of Manhattan Community College (BMCC) started collaborating on game-based learning (GBL) in developmental math and writing instruction in the mid-2000s, they had no idea what they were setting in motion. Today, more than 160 GBL researchers and practitioners contribute to the dynamic CUNY Games Network (CGN), housed within the City University of New York (CUNY), with its more than 540,000 students on 24 campuses.

The network links educators across disciplines who are interested in using games and other forms of interactive teaching to improve student success. And participants are showing that gameplay is serious business: data from BMCC classes suggests that when students have fun learning they appear to have more meaningful learning experiences. …

Read the rest of the article on EdSurge

Calculus: Art on the Wall Game (Teena Carroll, Saint Norbert College)

This is a great calculus game that I saw demonstrated at the MAA/AMS joint conference in Boston in January. It was created by Teena Carroll of Saint Norbert College.

Students are in groups of 4, each with a post-it note. On the post it note, each student draws an arc that goes from one corner of the post-it to the opposite corner:

Student 1 is then asked to position their post it so that is is concave up and increasing, student 2 so it is concave down and decreasing, student three so that it is concave up and decreasing, and student 4 so that it is concrete down and decreasing.

The group then links their post-its together on the wall, in any order, and identifies points of discontinuity and inflection points.

I’m not teaching calculus this semester, so I played this game with a student I am tutoring. I was wowed at the way the game teases out the difference between concave up (positive second derivative) and increasing (positive first derivative). I’m looking forward to playing it with a whole calculus class!

Finally, I wonder if this is a game, really, or is it art? Or is it not art, but just great math? Whatever it is, it’s certainly a lot of fun and a great learning tool.

Bizz Buzz for Base Systems


A simple game for learning base systems illustrates many of the connections between game based learning and other pedagogies. This game can be played in a liberal arts or mathematics for elementary education class. The game is a variant of Bizz Buzz, often played as a drinking game.

Students sit in a circle and count off – one, two three, four. The fifth person, instead of saying five, says “bizz.” The count continues – one, two, three, four, bizz-bizz, one, two, three, four, bizz-bizz-bizz, one, two, three, four, bizz-bizz-bizz-bizz. After this (four bizzes), the count changes — one, two, three, four, buzz.

This is a base 5 counting game, with 105, or 5, represented by bizz, and 1005, or 25, represented by buzz. The game typically engenders much laughter as students who are not quite paying attention say 5 instead of bizz, or bizz instead of buzz. Students help each other to say the right word, “Say bizz!” they call out to the confused fifth person. But the game is not too hard, and soon everyone gets the hang of it.

Explicit connections can then be made between the game and the notation for base 5. For example, the seventh person is bizz + two = 125 in base 5. The connection can also be made to base 5 manipulatives — units, 5-unit rods, and 25-unit squares.

The game can later be played in a different base, to extend the difficulty level and to deepen understanding. I like to ask my students “how would you play this in base 7?” and they can quickly come up with the new rules.

Educators coming together to explore how the principles of games promote learning

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